{"response":{"docs":[{"id":"bcas_bcmss0837_593","title":"Little Rock Schools: Mabelvale Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Mabelvale Elementary School (Little Rock, Ark.)","School employees","School discipline","School management and organization"],"dcterms_title":["Little Rock Schools: Mabelvale Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/593"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nUle, School, the undersigned members of the staff of urge the Little Rock School Board to reject the districts proposal to eliminate the c pOS i t i on f r om our '^Ojd)CJL-a school. jmputer lab attendant RECElVED MAY 1 7 1593 Office of Desegregation monitoringArkansas Democrat CBazefije  TUESDAY, NOVEMBER 8, 1994 Teachers Absent teachers sick of principal at Mabelvale BY CYNTHIA HOVyEU. ' Democrat-Gazette Education Writer More than half of the faculty at Elementary School called in sick Monday to protest their principals handling of student discipline rules and his treatment of the staff. Teachers and parents interviewed Monday said they want Principal Lionel Ward Mabelvale re- moved. Deputy Superintendent Estelle Matthis said 19 teachers called in sick to the districts personnel office early Monday. Another teacher is on extended sick leave, bringing the absen- tees to 20. Eight teachers re- ported to work. Matthis said. But teachers reported that 21 were out and only six were at work. The sick-out followed a public forum Nov. 1 in which Ma- See TEACHERS, ^?age 10*-  Continued from Page 1A belvaie parents and teachers appeared as a group to complain to the superintendent and to school board members about Ward. Ward, an employee of the district for more than a dozen years, is new to Mabelvale this year. He previously worked at Romine Interdistrict Elementary School, where a group of parents also had complained to the superintendent about him. The district filled each vacancy with substitute teachers and backed them up with staff from the districts Instructional Resource Center, Matthis said. Three top-level administrators, including Matthis, spent all or part of the day at the school. Parents who visited the school at midday reported that classrooms were fairly orderly with few problems. Substitute teachers are on standby for today in case the absenteeism continues. However, Mabelvale teachers who asked not to be identified said Monday afternoon they plan to return to work today.  We re not doing this for ourselves, said one teacher about the sick-out. Were doing it for the safety of our kids, she said, adding that teachers under stress who are not supported by administrators cannot do a good job teaching. The only solution is to get him out of the building, she said. Attempts to contact Ward at the school and at his home Monday were unsuccessful. If the teachers are sick, there is little we can do about IL said Dr. Henry Williams, district superintendent. If this is a job action, its against the law and some action will need to be taken. Well see if the illnesses are legitimate. He said that his staff has been working the past week to investigate teacher complaints and that he hoped the school staff would give him an oppor- tuniW to complete the review. Williams said he was unaware of the problems at the school until last weeks public forum. i! Teachers, however, said their union representatives sent two letters to Williams in late S^- tember and early October ing for a meeting. Williams will meet with ffie teachers at 3 p.m. today at the Southwest Little Rock school and with the Mabelvale PTA at 6 p.m. Wednesday at the district administration building. Absentee teachers, who met together to in groups throughout the day Monday, plan present Williams today with an eightpage list of complaints and concerns. Teachers allege that Ward allows pupils who commit serious rules violations to return to class without being punished as the districts Students Rights and Responsibilities Handbook requires. 'Teachers said one pupil who allegedly threatened others with a pocketknife was returned to class that day. Another pupil was involved in as many as five attacks on other pupils and staff before the child was moved to another school. Both offenses can lead to e.xpulsion. according to the handbook. More than one teacher told of an incident in which a child was flipping desksi and chairs in a classroom and hitting the teacher on the head. Ward later lectured the teacher for several hours in a closed meeting, they said. ,, Ward also has threatened a teachers job for reporting to police an incident in which a student hit a staff member, some teachers said in separate interviews. Another staff member was told repeatedly to turn in her keys for wearing Halloween-decorated canvas shoes and refusing to meet with the principal without a witness, they said. He has issued numerous reprimands to selected teachers and yelled at employees who complained or questioned him about problems at the school, teachers said. After the public forum last week. Ward used a staff training session to show a videotape of news coverage that night, again threatening the staff, they said.^ursday. gazette 1994 Mabelvale teacher-principal rift sapping education, parents say BY SUSAN ROTH Oemoent-Gazene Education Writer Troubled parents of pupils at Mabelvale Elementary School told school district officials Wednesday that conflicts between teachers and the schools principal are interfering with their children s education. More than 120 parents and teachers packed the board room at the Little Rock School District's administration building Wednesday night to air their concerns. Battles between teachers and Principal Lionel Ward culminated in a sick-out by at least 19 of Mabelvales 27 teachers Monday. Teachers met with the districts superintendent. Dr. Henry Williams, on Tuesday. Many of the teachers have complained that Ward has veered from district policies in disciplining children and has improperly threatened teachers. Some teachers say they want Ward removed from the school. On Wednesday, it was the parents' turn to air their views. comments she had heard Ward make about how teachers couldnt handle discipline problems on their own. the stories until they went to the school. Some parents said they enrolled their children in private I wont allow an attack on - schools, but others dont have The meeting began con-tentiously, with Williams threatening to walk out when PTA President Monica Ellis related anyones character. Williams said. But he stayed, and after a couple of hours, the mood mellowed. There was no resolution, but some teachers said afterward they felt Williams was listening to the parents pleas for better communication and administrative support at Mabelvale. Ward did not attend the meeting and could not be reached at home aftenvard. He has yet to discuss the issue publicly. Williams said he would meet with both the teachers and Ward on Monday, then schedule another meeting with the PTA and Ward. He repeated that he .would not remove Ward from the school. The PTA presented Williams with a petition demanding that the school board address the issue. Parents told stories of discipline and safety lapses they had heard from their children. Some said they didnt believe that choice. Several said they kept their children at home Wednesday after officials found a knife on a child, yet allowed him to remain at school. I was amazed to walk into my childs sixth-grade classroom. said Patrick .Mahaffey, who teaches junior high school in Jacksonville. The children would not sit down. This is a first-year teacher who needs some help with management skills. But once youve tried everything you can, these children must be put out of the room. While some parents who spoke blamed Ward for the problems, other blamed the teachers for failing to discipline children. If you teach, you must have control over your classroom, said parent Fay Young. You can't let these kids run over you.  Vance Kentner said he helped his wife. Linda, a physical education teacher, file a po- See SCHOOL, Page 3B i .ir-, 0emocrat-Gaien8nan PMios PARENTS VIEW  Faye Young (left), whose child attends Mabelvale Ele-menlary School, speaks during a meeting Wednesday night between the Mabelvale Parent Teacher Association and School Supenntendent Henry Williams regarding Principal Lionel Ward. School  Continued from Page IB lice report when the school did nothing after a child hit her in class. Since then, he said. Ward has sent his wife multiple harassing letters. Some teachers from Romaine Elementary School. where Ward was principal for seven years before coming to Mabelvale this year, testified that he has a history of creating an atmosphere of intimidation. They said that of the 27 teachers at Romaine. 24 filed grievances and asked to be transferred to other schools before Ward left. But two teachers who got along with Ward at Romaine followed him to Mabelvale. They said many of the Mabelvale teachers just wont give him a chance. A lot of people had their minds made up when he walked in the door. said Cindy Mason, who teaches third grade. \"They are not willing to listen to anyone else's opinion. THURSDA,Y , NOVEMBER 10 COOWTO O Unis 1994 Mabelvale teacher-principal rift sapping education, parents say BY SUSAN ROTH OemocratGazena Education Writer Troubled parents of pupils at couldnt comments she had heard Ward make about how teachers Mabelvale Elementary School told school district officials Wednesday that conflicts between teachers and the schools principal are interfering with their children's education. More than 120 parents and teachers packed the board room at the Little Rock School Districts administration building Wednesday night to air their concerns. Battles between teachers and Principal Lionel Ward culminated in a sick-out by at least 19 of Mabelvales 27 teachers Monday. Teachers met with the districts superintendent. Dr. Henry Williams, on Tuesday. Many handle discipline problems on their own. the stories until they went to the school. Some parents said they enrolled their children in private I wont allow an attack on - schools, but others dont have of the teachers have com-plained that Ward has veered from district policies in disciplining children and has improperly threatened teachers. Some teachers say they want Ward removed from the school. On Wednesday, it was the parents turn to air their views. The meeting began con-tentiously, with Williams threatening to walk out when PTA President Monica Ellis related anyones character. Williams said. But he stayed, and after a couple of hours, the mood mellowed. There was no resolution, but some teachers said afterward they felt Williams was listening to the parents pleas for better communication and administrative support at Mabelvale. Ward did not attend the meeting and could not be reached at home afterward. He has yet to discuss the issue publicly. Williams said he would meet with both the teachers and Ward on Monday, then schedule another meeting with the PT.A and Ward. He repeated that he would not remove Ward from the school. The PTA presented Williams with a petition demanding that the school board address the issue. Parents told stories of discipline and safety lapses they had heard from their children. Some said they didn't believe that choice. Several said they kept their children at home Wednesday after officials found a knife on a child, yet allowed him to remain at school. I was amazed to walk into my childs sixth-grade classroom, said Patrick .Mahaffey, who teaches junior high school in Jacksonville. The children would not sit down. This is a first-year teacher who needs some help with management skills. But once youve tried everything you can, these children must be put out of the room. While some parents who spoke blamed Ward for the problems, other blamed the teachers for failing to discipline children. If you teach, you must have control over your classroom, said parent Fay Young. You can t let these kids run over you.\" Vance Kentner said he helped his wife. Linda, a physical education teacher, file a po- See SCHOOL. Page 3B i PARENT S VIEW  Faye Young (left), whose child attends Mabelvale Elementary School, speaks during a meeting Wednesday night between the Mabelvale Parent Teacher Association and \u0026amp;hool Supenniendent Henry Williams regarding Principal Lionel Ward. School  Continued from Page t B lice report when the school did nothing after a child hit her in class. Since then, he said. Ward has sent his wife multiple harassing letters. Some teachers from Elementary School. d^main^ vvirere Ward was principal for seven years before coming to Mabelvale this year, testified that he has a history of creating an atmosphere of intimidation. They said that of the 27 teachers at Romaine. 24 filed grievances and asked to be transferred to other schools before Ward left. But two teachers who got along with Ward at Romaine followed him to Mabelvale. They said many of the Mabelvale teachers just won't give him a chance. A lot of people had their minds made up when he walked in the door.  said Cindy Mason, who teaches third grade. They are not willing to listen to anyone elses opinion.  Arkansas Democrat W (Gazette   SATURDAY NOVEMBER 14, 1992 B nEarth-smart students t w: IS-- . l\u0026gt; -A:  /f i \u0026gt;-p? fi- J*- 'A A , Give the earth a hand. t t. X: ' \".^ I , I LENDING HANDS  Three Mabelvale Elementary students (from left) sixth-grader Scott Kirksey, 13. third-grader Michaela Thomas. 8, and second-grader Aman-j da Woodall. 7  work on construction paper hands for Arkansas Oemocrat-Gazene/Jonn Sykes Jr. a tree made of the hands at the school Friday afternoon. The school has been celebrating Earth Smart Week with a poster contest and displays. The hands bear signed pledges from the students to be Earth smart. Arkansas Democrat (gazette I I Arkansas Democrat FRIDAY, DECEMBER.9.J^?A Mabelvale principals critics make last stand BY CYNTHIA HOWELL Democrat-Gazette Education Writer Parents and teachers at Mabelvale Elementary School on Nov. 1 to draw public attention to a school that can provide the Ward. Cindy Mason, a third- grade teacher, called him a strong administrator. A lot of teachers are not trying to solve their complaints. proper learning environment, The problems at Mabelvale Mahaffey said. did not start this year, but they have escalated with the change in Thursday took their ongoing complaints about the schools ----------- . principal to the Little Rock Mahaffey told the school board. School Board in what one moth-  administration, parent Patrick about, the children who are be- .ing hurt and losing out on valuable instruction time, or a prin- The question comes down to ---------- . _ this: Who are we more concerned the problems at the school as much as they are trying to get rid It did not use to be this way. ---------- er caiied'our last stand. Mahaffey said school officials cipal_ who has been given The majority of those speaking handled student behavior prob- t\n...-L-\" at the meeting criticized Princi- dim nmcesq pal Lionel Ward for failing to maintain student discipline at the of the principal, Mason said. The problem is not with the viuc W..V ........... man, its with the attitudes, said than his fair share of chances and Linda Carter, parent of a Mabelvale pupil. About 75 people attended the more lenis inconsistently. As a result, due process? Parent Lon Colgrove said pupils believe they have no lim- teachers are under stress, chil- its and face no consequences. ---------- Teacher morale is low, the dren are suffering and taxpayers school and for harassing and in- suiiering ana laxpayers timidating the staff. Ward, in his schools atmosphere is hostile aren t getting their money s fi,.,.* ..Qo,. Mahoivalp nrevinii.qlv and uncomfortable and the learn- worth out of the school. She special board meeting at the Mabelvale cafeteria. Parents had llllUUaviiig jiuu. ..wiv*, .* -------------- i J 4.U 1 first year at Mabelvale, previously and uncomfortable and the leam- was a principal at Romine and Rightsell elementary schools. , .. Thursdays special board quickly change for the better, meeting, called by the parents, the latest of several held other parents, will need to take ing process is hampered, he said. If the situation does not then my wife and I, like several was called for Wards resignation. called the session by using a state law that enables citizens to petition a board to meet. The board took no action Teacher Donna Hudgens cited times when Ward allegedly dis- Thursday, but President Linda Pondexter said she would ask her matters into our hands and move belvale A majority of the our children from the Little Rock ulty meetings, schools teachers called in sick School District and place them in I------------ since early November over Ma- A majority of the regarded the terms of the teachers contract concerning ------ work hours and the length of fac- vale situation during the personcolleagues to discuss the Mabel- Not all the speakers criticized ing. nei session at their Dec. 15 meet-/ Arkansas Democrat (gazette WEDNESDAY, DECEMBER 14, 1994^ BY JIM KORDSMEIER Oernocrat-Gazette Polios Rsporier Mabelvale student, 14, held on gun count A 14-year-old Mabelvale Junior High School student was arrested Tuesday afternoon on charges of carrying a handgun on school property and theft by receiving, police said. Police resource officer Alice Fulk said she and a school security guard stopped a fight between two students in a classroom about 1:10 p.m. and took the youths to the assistant principals office. The guard returned to the classroom to get the teen-ager s coat and noticed its unusual weight, police said. He looked in the coat and found a loaded .38- caliber revolver, police said. Police said the handgun was stolen. 1. Arkansas Democrat (gazette ( FRIDAY, DECEMBER 16, 1^ Copyngnt  utile Rock NewspaoengH Besieged principal out at Mabelvale Mabelvale Elementary School Principal Lionel Ward, under attack for weeks from his staff and parents for allegedly failing to enforce discipline policies, has been reassigned to an unspecified position in the district. Wards last day at Mabelvale will be next Wednesday, the last day of school before the holiday break. -A. source who didnt wish to be identified told the Arkansas Democrat-Gazette Thursday that Ward would be replaced by Dr. Ed Jackson, former principal at Magnet Elementary Williams School. Jackson has been working in the districts administrative offices this year after being moved out of Williams School. Superintendent Henry Williams announced Wards reassignment to district administrators Thursday afternoon. Unaware of the change, parents and teachers from Mabelvale appeared at 'Thursdays school board meeting to repeat their e^- lier complaints about lack of discipline at the school.Arkansas Democrat1 FRIDAY, DECEMBER 16, Copyngnt O Little Rock Newsoat Besieged principal out at Mabelvale Mabelvale Elementary School Principal Lionel Ward, under attack for weeks from his staff and parents for allegedly failing to enforce discipline policies, has been reassi^ed to an unspecified position in the district. Wards last day at Mabelvale will be next Wednesday, the last day of school before the holiday break. A source who didnt wish to be identified told the Arfcansos Democrat-Gazette Thursday that Ward would be replaced by Dr. Ed Jackson, former principal at Williams Magnet Elementary School. Jackson has been working in the districts administrative offices this year after being moved out of Williams School. Superintendent Henry Williams announced Wards reassignment to district administrators Thursday afternoon. Unaware of the change, parents and teachers from Mabelvale appeared at Thursdays school board meeting to repeat their earlier complaints about lack of discipline at the school._Arkansas Democrat   THURSDAY, DECEMBER 22, 1994^ 2 principals wont be back at LR schools after break BY CHRIS REINOLDS Democrat-GazBtte Staff Wnter Two Little Rock elementary school principals criticized for their discipline policies wont return to their schools after the Christmas break. Robert Brown, principal of Garland Elementary, left his position Friday because of med- ical problems. .And Lionel Ward, the Mabelvale Elemen- 1988 district policy against cor-  poral punishment. ' Brown took pupils off campus ' to be paddled by the parent or by him with parental permis- : sion. He started spanking stu- i dents this year instead of sus- ' pending them from school. Brown then protested  the district order to stop paddling students by going on a 10-day tary principal, has been reas- hunger strike. He also set up a I signed to the Little Rock School Saturday detention program Districts central office, said included religious lectures, Richard Hurley, the districts campus cleanup and mathemat- human resources director. 'cs drills. Ward, under attack for weeks Brown has been criticized by ______________________ district officials for paddling from parents and his staff for al- students at Garland, and Ma- legedly failing to enforce disci- belvale parents and teachers pline policies, was reassigned have complained that Ward did Friday. not enforce discipline. Complaints about Ward re- Brown s replacement has not suited in repeated meetings be- been named. tween parents, teachers and district officials beginning in November. Mabelvale parents called a special Little Rock School Board meeting Dec. 15 to ask for Wards removal. And last month, most of the teachers at the school called in sick to protest Wards alleged lack of discipline enforcement But District Deputy Superintendent Estelle Matthis said Levana Wilson will fill in as principal until a permanent replacement is found. Brown said Wednesday that he requested a medical leave for the rest of the school year. ' He said he has a peptic ulcer and gastrointestinal bleeding as well as other ailments. said. I just need to rest, Brown harassment of staff. Ward has not commented on The unconventional principal the allegations. has already experienced a A district official has said stressful year. that Dr. Ed Jackson, former In November, Little Rock principal at Williams Magnet El- School District administrators ementary, will replace Ward af- chastised Brown for violating a ter Christmas break. 1J -i said she had initial concerns about more weeks. wVilUUl bdw \"She really didnt want to go to-vinced last year that it would be day. Moore said. She was kind of  Continued from Page 1A worthwhile after hearing speakers sad Woodruff and Stephens elementaries from other e.xtended-year schools in  .... the new schedule but became con-  WEDNESDAY, AUGUST 9, 2000  I Pupils already back in class at 3 schools Long year, more breaks a LR district novelty BY CYNTHIA HOWELL .ARKANSAS DEMOCRAT-GAZETTE Fresh uniforms, new backpacks and gleaming hallways filled with dazed kindergartners and noncha- l ant fifth- CTA RATIFIES pact graders  all that wii pay the rtxist tn \"h.. n seniof teachers in LR more than $50,t)00. PagelB. in seemed like a typical first day of school Tuesday at Little Rocks Mabelvale Elementary. Thats right. First day of school. On Aug. 8. While most Arkansas parents are just now venturing to the stores for that elusive writing tablet and Chicken Run lunch box for the traditional start of the school year later this month, parents of children at Mabelvale, See SCHOOL, Page 8A Arkansas Democrat Gazette/STEVE KEESEE Winona Garrison (left) and her daughter, Jennifer, 3, and Sandy Roberts and her daughter, Carty, 4, walk past a school crossing sign that had yet to be erected Tuesday. Carty Roberts was attending her first day of school in a pre-kinder-garten program at Mabelvale Elementary, which began school Tuesday on an extended-year calendar. . ________ The new schedule also compli-have already been there and done that the state endorse it cates Moores child-care arrange- The employees and the parents of The main benefit we saw was ments for the year because the older children in those three Little Rock that the children wont lose what children wont always be able to care schools voted overwhelmingly during theyVe learned prior to the stan of fortheirlittlesisterduringMabel-the previous school year to tiy out the the following year, tVilson said.The vales e.xtended breaks. extended-year calendar. school system wont have to spend so ___ All of Little Rocks schools  the much time reteaching what the kids idea but I would prefer that it would rest open Aug 21will offer 173 in- learned before. be used throughout the district\" structional d^ this school year. But ................................................ \"I still think the schedule is a good Wilson said her family wont have Moore said. children in the extended-year schools a problem providing child care for Mabelvale doesnt offer a child-are starting earlier. They will also Zachaiy during the school breaks, but care program after school or on school end the school year later in June, she said the longer school year, which holidays, but Principal Phillips said And they will have longer, more fre- will stretch to June 15 for some and that private child-care provideis in the quent breaks, starting with two weeks June 29 for others, will likely overlap area have adapted their services to ac-in October. with her sons summer baseball pre- commodate the revised schedule. Parts of some of those breaks  gram. Stephens and Woodruff do have after-about a week each in October, Janu-aiy, April and Junewill be used to Wilson said. WeU just see how that works\" school programs for children. help children to hone their academic Mabelvale, Stephens and Jodi Rainey, the mother of a Ma- Woodruff teacheisbe^ work Aug 1 skills with a handson, activity-based belvale kindergartner, is a teacher at i' n preparation f\"o r Tuesd.ay.'s s.ta.rting program. Those programs are not Mitchell Elementary in Little Rock date. Part of the preparation includ-mandatory for children. I wish we could do this at ed hvo days of training in a supple- The bottom-line reason for the Mitchell, she said about the sched- mentary curriculum published by extended-year calendar is to increase ule.'T think its great The shorter the Voyager Expanded Learning of Dal-student achievement, Mabelvale breaks, the more the children will re- las that will be used during the Principal Tabitha Phillips said. We tain. breaks in the year to help students believe the schedule can keep kids _ Others were not quite as happ.v improve their skills. The handson. fresh and excited about school. Others were not quite as happ.v - _____ Tiesday with the br^ from tradi- creative activities for kindergartners Philhps also said that children don. through fifth-graders are based on a having academic prob_lem_s can get Tiffa^ Avery, mother of a second- dinosaur theme, help during the breaks from familiar and a third-grader at the school, said teachers at their own school They do she voted against the schedule last Phillips said children wont be re- - ___ --- _____ ____________________ quired to attend classes between ses not have to wait until summer school winter. sion but will be encouraged to do so. Early'Ihesday, as parents and chil- I dont like it Avep\" said.Tm a espwially those children who are dren streamed into Mabelvales divorced parent My childrens father achieving below grade level. Teach-bright yellow corridors, most seemed is supposed to get six weete with the ers also have the choice of working happy to be there despite the early children in the summer. Hes angry during the between-session periods. August date. that he doesnt get the six weeks. ' \" ' .......................... Zachaiy Wilson, a freckled fifth- ~  grader in a uniform of khaki shorts ers also have the choice of working Those who work will be paid just as Constance Moore voted for the teachers are paid for summer school new schedule last year in the beUef it worit md a white knit shirt, said he thou^t wouldwasgoodforeducation.Butby ___________________ ______ it was pretty neat to be starting Thesday, after delivering her reluc- feature the extended-year calendar school this week Asked what he tant second-grader to class, Moores are among fewer than a dozen ex-thou^ t would be good about the enthusiasm had waned tended-year schools in the state. 0th-coming year, he cited the longer  ................... \" ' school breaks. The three Little Rock schools that Moore said her daughter wanted ers, all elementaries, are in the Fay-to stay at home with two siblings who etteville. Fort Smith, Rogers, Texar- Melinda Wilson, Zacharys mother, dont start middle school for two kana and Hamburg school districts. July 2. 2 0 0 1 Intersessions fuse learning, fun I 3 LR schools discover breaks are ideal tune for creative teaching BY KIMBERLY DISHONGH ARKANSAS DEMOCRAT-GAZETTE What is your name? Cheryl Riley asked her 10-year-old pupil in American Sign Language. I play basketball, Anthony Logan signed back. Then the two laughed. I messed up. he said. You thought I asked you what you did, didnt you? Riley asked. He did. and he had correctly signed the answer to that question. ' Riley, a third-grade teacher at Woodruff Elementary in Lit-i tie Rock, teaches sign language ' to pupils who are interested in learning it during the extended-year schools intersessions. Pupils and staff at Woodruff and two other Little Rock School District schools. Stephens and Mabelvale ele-mentaries, attend intersessions for extra instruction during the breaks. Little Rock was the first of Pulaski Countys three public school districts  and only the sixth district in the state  to try an innovative extended-year calendar geared toward improving academic achievement. Five other Arkansas school districts have implemented the extended-year calendar: Texarkana, Bentonville, Fayetteville, Fort Smith and Hamburg. According to the National Association for Year Round Education, there are more than 3,000 public and private year-round See SCHOOLS, Page 2A i 7 4 1*1 to tr r}| Arkansas Democrat-Gazette/RICK McFARLAND Pupils at Mabetvaie Elementary School in Little Rock work in their computer lab. Mabelvale, Stephens and Woodruff elementaries are the only Little Rock schools with an extended-year schedule. The extended calendar calls for more short breaks instead of the traditional three-month summer vacation. I i I I I I I Schools  Continued from Page 1A schools in 45 states, enrolling about 2.1 million students. The extended calendar requires children to go back to school earlier in the fall and be in school later in the summer than children in schools with traditional calendars. Extended-year pupils have several short breaks during the year and a shorter than traditional summer break between grades, theoretically to increase the amount of information they retain from one grade level to the next. Classes at Woodruff. Stephens and Mabelvale started Aug. 8,2000, and their last regular day was June 15. Intersessions were held Oct. 9-20, Jan. 2-5, April 2-0 and June 21-29. Attendance at intersessions is not mandatory. All children in the three Little Rock schools are eligible to participate in the four intersessions, but the ones whose test scores show they would benefit most from the extra instruction take priority. Teachers sign up to work the extra days, and are compensated for their time. Frances Cawthon-Jones, the Little Rock School Districts assistant superintendent for elementary schools, said officials are analyzing the results of the first year under the new calendar, as well as the costs associated with it. The achievement data that weve gotten... I wouldnt say weve had extraordinary gains or losses in those schools in one year, said Cawthon-Jones. They pretty much compare with oiu other schools. Marilyn Stenvall, executive director of the National Association for Year Round Education, said it lakes roughly three years to see the results of a new calendar. Janice Wilson, principal at Woodruff, said she thinks the extra- time in school has helped her pupils. I can tell that its an improvement over last year, she said. A lot of times when children come back to us in the fall theyve lost a lot of their learning. Wilson remembers spending more than a month at the beginning of each school year reviewing the last years lessons when she taught fourth grade at Woodruff. With children on summer break for just over a month rather than for three months, they retain more and can move on to new information more quickly. Wilson said children can choose from several topics  chess, computer instruction, keyboarding, poetry, gardening, double Dutch jump rope  to study on intersession afternoons. What extended-year schooling Arkansas Democrat-Gazette/BENJAMIN KRA IN Thinl-grade pupils at Stephens Elementary School In Little Rock display dinosaur footprints they made during a break in their extended school year. Stephens, Mabelvale, and Woodruff eiementaries have extended-year schedules.  is, is a battle against time, she said. It gives you time to do those things you dont usually have time to do during the regular school year when youre busy teaching the curriculum. Teachers use a supplementary curriculum published by Voyager Expanded Learning of Dallas in the mornings during intersessions at Woodruff and at Stephens\nthe theme of this years Voyager program was dinosaurs. On the next to last day of the last intersession of the year a woman in a red T-shirt growled, her arms bent ht the elbows with her hands dangling in front of her, stomping around the Stephens Elementary cafeteria in pursuit of several small children scrambling across the floor. A typically stern Sharon Brooks, principal at Stephens, smiled from the cafeteria doorway at the giggling group. The woman in red, Brenda Scalici, was teaching a group of second- and third-graders about carnivores and herbivores and how the two kind.s interact. She was pretending to be a tyrannosaurus rex, chasing children who were pretending to be at risk of becoming dinner. Brooks said intersessions help prevent bum-out by giving teachers and pupils who elect to take part a chance to have fun while they learn. And everyone returns to school refreshed after the frequent breaks. Intersession is supposed to be different from the regular school year, she said. This is good because I get my work, drill, rote learning in and they get to have their fun, too. Voyager adds bal tahnoc e J1 \"u\" 'I' /^Y- '  \"2 q'oping a' the same dme. jfou ao me dril and skill work, but hook em! De some fun stuff and get em inter ested in learning. In earlier intersessions, there have been math exercises involv ing weighing and measuring di nosaurs\nchildren were to keep journals from the first intersessior to the last, entering such things as the names of three kinds of di nosaurs and three things they re membered about each kind. Cindy Dees, director of intersessions at Mabelvale Elementary said the staff at that school chose not to use Voyager but to focus more directly on basic skills in stead. Pupils at Mabelvales last inter session completed ocean-related exercises, writing and illustrating stories using an animated computer program and graphing theii peers preferences. Oiu- test scores are so low here that we thought they would benefif more from this than from arts and crafts and athletic activities, Dees said. Intersession lessons at Mabelvale still have an element of fun not as present during the regular school year. Dees said. The main goal in the computer lab is to reinforce what they learn in the classroom, Dees said. This is a great motivator. The kids just love it, and we love having the flexibility to do it. Test data showed that Mabelvale children needed more work on graphing, so in the afternoons they go back to the computer lab where they poll their classmates on favorite breakfast foods, for example, and do graphing exercises using the information they have gathered. Cawthon-Jones said parents, children and school staff responded favorably in a survey about the first extended year. Martha Armstead, who has two sons at Woodruff, said she was pleased with the new schedule. It was convenient, she said. With the younger ones you dont have to pay for day care when theyre here. And academically, they slack off and it takes them a while to pick back up. This way, hopefully they wont be as likely to lag behind when they come back to school next year. But there were some complaints. Sort of. Meagan Fenton, 10, said she loved the intersessions but she didnt like being in school so much later than her siblings. I didnt like being in school after my brothers got out of school because now they bug me. But sometimes they have to go to school when Im out and I get to bug them.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_622","title":"Little Rock Schools: McClellan Community High","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993/1997"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","McClellan Magnet High School (Little Rock, Ark.)","School management and organization","School board members","School improvement programs"],"dcterms_title":["Little Rock Schools: McClellan Community High"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/622"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nV TO: FROM: DATE: SUBJECT\nMcClellan Community Education Advisory Council Nancy G.Leslie Secretary January, 4, 1993 Minutes of January Advisory Council/Board Meeting The meeting was called to order by President William Fields at 6:00 p.m. Roll was taken by Mrs. Leslie. BOARD MEMBERS PRESENT Willie Edwards 1 William Fields Nancy Leslie Jo Powell Jodie Carter, ex-officio Mala Daggett, ex-officio Mattie Ruth Tipton Linda Russenberger James Parins Nancy Reedy Rosemary Lawson PRESIDENT'S REPORT President William Fields introduced the officers and members of the advisory council. PRINCIPAL'S REPORT However, the intercom Jodie Carter reported that the intercom is working. still needs to be moved from the Lion's Mall to the classroom and there are still problems in ft B\" wing. Installation of the computer writing lab in the media center is complete. New carpet has been installed in the new fl furniture is assembled and in place. I\" wing labs and most of the One shipment of tables has not come in from the manufacturer. The additional storage area at the end of It K\" However, wing is completed with the exception of begin painted, replacement of plexiglass in the cafeteria doors and bookstore display window has not been completed. Mr. Carter assures us this will be completed before recruitment campaign in mid-January. Mr. Carter commended Willie Edwards and Gary \"the Wall Burris for a job II well done and for their committment to the facilities committee. Mr. Carter reported that the equipment and supplies for the magnet are in \"good\" shape, and as far as magnet operations, it is \"up\" and \"running\". Various phases of recruitment have been assigned and progressing according II up II II to schedule. Open house is February, 1, 1993. Carter reported that the overall school climate is good. He said that McClellan had been chosen to have a resource officer on campus. The interviewing committee will consist of: students, 1 administrator and Bill Barnhouse, to take place this week. Dr. Bernd, 2 parents, 1 teacher, 4 That interview is scheduledCOMMUNITY EDUCATION DIRECTOR'S REPORT Mala Daggett distributed a monthly financial report showing a program budget balance of $11,769.10. I Jason Sloan, CE program coordinator, reported that 60 different classes will be offered for the spring. Brochures will be mailed the first week in The costs for the new brochure were offset by selling ads. January. profit of $490.00 was made in addition to giving some of our best A supporters advertising space at a lower rate. Mala announced that the athletic boosters were having a garage sale. Mala for more information. See In collaborative efforts with VIPS, Coininunitv Education is developing a homework and tutoring program. More details later. FACULTY REPRESENTATIVE'S REPORT Nancy Leslie, faculty rep, thanked Mr. Hawks for the immediate improvement Also, a plan was submitted to Mr. Hawks for in the faculty restrooms. keeping the teacher's lounge clean. She reported that students and faculty had concern over Mr. Massey's Regional tryouts are in late January, and replacement for band director. the students were upset. Mr. Carter promised a certified, qualified band director would be in place by semester. Also, it was noted that Little Rock McClellan Coach Ellis Register was selected as Coach of the Year. LIAISON REPORTS McClellan Community Development Corporation (CDC) - JoAnn Macklin, President of McClellan CDC, reported that CDC was working on developing a plan for a primary project. the McClellan campus. One of the possibilities is enhancement for More information to come Neighborhood Alert Center - Kelly Tucker, 562-0042, reported that the open house for the center was well attended, and the neighborhood is supportive of this effort. LRSD Board Meeting - NO REPORT. LR City Board - Money has been released for a community center and new park. STANDING COMMITTEES FUNFEST - Nancy Leslie reported that plans for FUNFEST were in full swing, and the first planning session is 1-12-93.I PR - Mattie Ruth Tipton reported that this committee is working with the $5000 in ads were run on channels 11 and 16 magnet recruitment committee. during the Christmas holidays. A bulk mail-out will go to all 9th graders in Pulaski County. The community education Open house to recruit for the magnet is 2-1-93. business classes will meet on Thursday instead of Monday for that night only. Plans are being made for interested jr. high students to tour McClellan This is scheduled late January. before the open house for their parents. Enrollment for magnet is February 8-19,1993. Health Resources Committee NO REPORT. Facilities Committee - Willie Edwards reported that 2 walls and storage spaces are still in the works. Scholarship Committee - Jason reported that there are scholarships for all community education classes plus 32 scholarships for Step Up Center clients . NEW BUSINESS Mala conducted a brainstorming session to look at further projects for the council. She also reminded us of the orientation for the advisory council which is to be January 14, and 23, 1993. OLD BUSINESS The Razorback basketball will be offered to the Arkansas Vaccum Classic promoters for a door prize and any revenue will be deposited in the FUNFEST budget. DECA. The basketball was originally purchased and donated to FUNFEST by The meeting was adjourned at 8:00p.m. DATES TO REMEMBER MCCLELLAN COMMUNITY HIGH SCHOOL Janaury 19 LR City Board Meeting. 2nd Floor City Hall, Markham \u0026amp; University. 6:00 pm, Tuesday. Namcy Reedy, Liaison. Janaury 22 McClellan Community Scholarship Committee Meeting. Media Center. 6:00 pm, Friday.January 23 McClellan Community High School Advisory Board Orientation. Media Center. 8:30 am-2:30 pm, Saturday. January 28 Little Rock School District Board Meeting. 810 West Markham. 6:00 pm, Thursday. Linda Russenberger, Liaison. January 29 McClellan Community High Basketball Game. Playing Parkview High. McClellan Gym. 6:00 pm, Friday. February 1 McClellan Community High School Open House. 7:00 pm, Monday. February 2 Little Rock City Board Meeting. 2nd Floor City Hall, Markham \u0026amp; Broadway. 6:00 pm, Tuesday. William Anderson, Liaison. February 5 McClellan Community High Basketball Game. Playing Hall High. McClellan Gym. 6:00 pm, Friday. February 8 McClellan Community High School Advisory Council Meeting. McClellan Media Center. 6:00 pm, Monday. February 9 McClellan Community Funfest Committee Meeting. McClellan's Teachers Lounge. 5:00 pm, Tuesday. February 16 Little Rock city Board Meeting. 2nd Floor City Hall, Markham \u0026amp; Broadway. 6:00 pm, Tuesday. Willie Edwards, Liaison. McClellan Community High Basketball Game. Playing Conway High. McClellan Gym. 6:00 pm, Tuesday. February 18 McClellan Community Advisory Executive Committee Meeting. McClellan Media Center. 5:30 pm, Thursday. NOTE: Away basketball games not listed.6:00pm I. II. I III. IV. V. VI VII. MCCLELLAN COMMUNITY HIGH SCHOOL ADVISORY COUNCIL MEETING - FEBRUARY 8, 1993 TENTATIVE AGENDA Call to Order Board Roll Call President's Report A. B. C. Letters of Congratulations \u0026amp; Thanks 1. 2. 3. 4. 5. 6. Tim Scarbrough Tami Keeton Coach Register Henry James Ark Vaccum Students \u0026amp; Teachers Involved in Recruitment Process Updated List of Liaison Committee Members. Hiring Practices and Procedures Update Principal's Report A. B. C. D. E. F. Intercom System Physical Plant Update Update on Magnet Supplies and Operations 1. 2. 3. Storage Facility Painted Electrical Work Tables School Climate 1. Resource Officer Student Achievement Update on Faculty Changes Community Education Director's Report A. B. C. D. Financial Report Update on Spring Class Session Fundraising Plans Collaborative Efforts and Casey Foundation Faculty Rep. A. School, Faculty Climate Liaison Reports A. B. C. D. E. CDC JoAnn Macklin Neighborhood Alert Center - Kelly Tucker LRSD Board - Russenberger LR City Board - Lawson, Reedy, Anderson PTSA - Linda Russenberger Standing Committees A. B. C. D. Cooperative Relations Community Issues FUNFEST PR 1. E. F. G. Magnet Recruitment Update Health Resources Facilities ScholarshipVIII. Discussion Items A. B. C. Empowerment of Council Results of Planning From January 23 Session Regional CE Conference - April NCEA December IX. New Business A. Change April Advisory Council Meeting Date X. Old Business A. Razorback Basketball 8\n00pm Adjourn - refreshmentsg^jMcCLELLAN Community High Business/Communication Magnet 9417 Geyer Springs Road J Little Rock, Arkansas 72209 (501) 570-4120 Jodie Carter Principal We, the staff of McClellan, are extremely excited about our new Business/Communications Magnet program and would like to take this opportunity to share our excitement with you. The McClellan Business/Communications Magnet offers a new and innovative curriculum that will help prepare our future leaders for the business and communications challenges of tomorrow. Working closely with our local universities and business leaders, we have developed a program that not only offers an excellent college-prep curriculum, but also provides a unique selection of courses that will give our students a tremendous advantage in succeeding in this new computerized age. Enclosed you will find more detailed information listing some of our unique course offerings and the various strands of our magnet program. Daily we are unpacking new supplies, software, and computers and discovering new resources and contacts to enhance our program. During the Christmas break, we have had three new computer labs installedtwo in our Business Department and a new computer writing lab for Communications. You are invited to call our school or visit our campus to learn more about our program and see first-hand some of our iimovative educational programs. We will be visiting with students at their junior high schools and will set up a time for those interested in our program to visit our campus. Also, we will have Open House during February 1st4th and we welcome your visit any time during the day (8:30 A.M. until 4:00 P.M.) or at night (5:30 until 8:00 with the exception of Wednesday night). If you wish to call the school for more information, our number is 570- 4120. Please look over the enclosed material and discover for yourself the many opportunities we have to offer. We are sure you will want your student to become a part of the first and only Busi-ncss/ Communications Magnet in the state of Arkansas. The 1993/94 enrollment period for the McClellan Business/Communications program will be February Sth19th. Sincerely, Lz JJooddiiee CCaarrtteerr Principal MgGteJlan Business Magnet is the to usiness Future McClellan Business Magnet offers three strands from which to choose and various courses to enhance your business education. Business Principles AND Management Marketing/ Advertising Economics and Finance Salesmanship Salesmanship Economic I \u0026amp; 11 Economics I \u0026amp; II Canputerized Accounting I \u0026amp; 11 Business Etiquette Entrepreneurship Business Etiquette CT: Spreadsheet Money and Banking Marketing Management CT: BASIC \u0026amp; Adv. BASIC Superwrite I \u0026amp; II Fashion Merchandising Entrepreneurship CT: BASIC Desktop Publishing I \u0026amp; II CT: Business Applications Food Production/Restaurant Management SuperWrite I \u0026amp; II Marketing Junior Executive Training Int'l Business \u0026amp; Banking n Advertising Int'l Business and Banking II Insurance SuperWrite I \u0026amp; II For more information contact: McClellan Business Magnet 9417 Geyer Springs Road Little Rock, AR 72209 (501) 570-4120 . Business Finance Business Statistics CT: RPG Track These Facts To .......  1 McClellan Community High Business/Communications Maenet 1992 Seniors were awarded $950,000 in schoIWships to outstanding universities. z' f , ' ' froin three areas of concentri^piu Business, Communications, or a traditional College-Preparatory curriculiun. s Award-winning Business Departirtfe^^^an- ^ntly has the largest FBLA Chapter in the state. A full compliment of Advanced Placerne'nt courses for possible college credit is offered. Our students won all three places in the 19WJA Essay Contest for LRSD. Shadowing, internships and independent an integral part of our learning. Our Business Department L^hdOy.one in't^D participating We also participate b^^^i^\u0026amp;T Investment Challenge. Games. inTCBD in the Arkansas Executive Business McClellan's Choir, Band, and Drama Departments have received recognition for having the most extra-curricular activities^^jproductions of any LRSD school. A member of McClellan's DECA pWed in the top 3% at the National DECA Convention. McClellan students the Stock Market Game and World Class Problems. We are one of only twS^^'feln the state with new \"state-of-the-art\" IBM Computer Labs. f Class has forme^ partnership with the business community and will operate tual business m the spring. an ac- Our Foreign Language Depari liually participates in the State Foreign Language Festival. Coach Ellis Ri J * r cr--.i^^'M^Jellan's football coach, was named Football Coach of the Year by Channel 4 and Metro CoaChof tlrSi Year by the Arkansas Democrat-Gazette. The McClellan Lions were the football 1992 AAAA Central Conference Co-Champions. The McClellan Lioi^jB^-^lb^ team is currently ranked in Top Ten for the state. McCl^^y We haW^^Excellent Staff: annual Central Arkansas Marching Championship at War Memorial 83% have masters degree or beyond 90% have tenured (3 years or more teaching experience) 5 Stephens Award Winners Several state and national award winners National Business Teacher of the Year President-elect of the National Association of Classroom Education in Business EducationTO: FROM: DATE: SUBJECT: McClellan Community Education Advisory Council Nancy G.Leslie, Secretary March 1, 1993 Minutes of March Advisory Council/Board Meeting The meeting was called to order by President William Fields at 6:14 p.m. Roll was taken by Mrs. Leslie. BOARD MEMBERS PRESENT William Anderson Jean Elrod Nancy Reedy Jodie Carter, ex-officio Willie Edwards Nancy Leslie Linda Russenberger William Fields James Parins Mattie Ruth Tipton Mala Daggett, ex-officio PRESIDENT'S REPORT President William Fields welcomed the Council, and he began the meeting by appointing Rosemary Lawson to the program committee as chair and reminded us that Dr.Parins was chair of the finance committee. PRINCIPAL'S REPORT Jodie Carter reported that there was no new information concerning the intercom system. However, Mrs. Leslie reminded him that the intercom in her room has been repositioned and functions. According to Mr Carter, he is in the process of trying to hire 2 new custodians, and he reported that the facilities committee is working on a plan to submit for new projects. Mr. Carter reported that he attended a meeting to discuss the additional equipment needed for the RPG computer programming classes, and he received the go ahead. in and fully operational. Also, he stated that all magnet supplies and equipment were In regard to school climate, Mr. Carter reported that the \"Take Pride In McClellan\" went well. assembly was well received and that the Black History program The Step Up Center assisted in the assembly. Mr. Carter did not have an updated list of student achievements. However, he reported that McClellan had received a $1000 grant from the Shackleford Branch of First Commercial Bank. He said the money would be divided in to $250.00 increments to teachers who submitted written grants. COMMUNITY EDUCATION DIRECTOR'S REPORT Mala Daggett distributed a monthly financial report showing a program budget balance of $29,679.18. Mala reported that 66 classes are being offered, 14 were cancelled, and 2 computer classes have been added for the spring session. The spring classes will bring in $14,647.54, and 29% of those students enrolled in the spring classes are from the 72209 area.The Step Up Center and Community Education are planning a summer day camp for children 6-14 years old. CE is seeking donations to fund it. Other donations it. academic oriented activities and night classes will continue. On February 15, 1993, Mala attended a meeting for the SWLR coalition. This meeting was hosted by the Step Up Center, CE, and neighborhood Alert Center held at the Parkview Christian Church,. students. Lunch was served by McClellan 50 people from various organizations attended this organizational meeting which was designed to focus on resolving problems in Southwest Little Rock. The coalition will meet again at the end of March. FACULTY REPRESENTATIVE'S REPORT Nancy Leslie, faculty rep, reported that response to the Parent Conference Day was very disappointing. adequately notified. The faculty is concerned that parents are not Also, the custodial problems are still much the same. Such as blackboards are not being cleaned, etc. LIAISON REPORTS McClellan Community Development Corporation (CDC) -Mala reported for JoAnn Macklin, President of McClellan CDC. CDC is working on developing a neighborhood project to purchase property such as a duplex or triplex\nrenovate it\nand sell it at a reduced price to a new owner who would be required to live in the housing. Neighborhood Alert Center - Kelly Tucker, 562-0042 alert centers were in need of volunteers. Mala reported that the Elimination Project and the number is 372-MOVE! She announced the Crack House LRSD Board Meeting - NO REPORT. LR City Board - NO REPORT. PTSA - Linda Russenberger addressed the council with concern that the McClellan PTSA seemed to be dysfunctional. The council will write a letter of concern to the school administration, school PTSA, and to the PTSA council. STANDING COMMITTEES FINANCE - Volunteers are needed for this committee, and Linda Shiflett was drafted because of her expertise in this area, will also be asked to serve. John Twyford and Gary Herai PROGRAMMING - Rosemary Lawson is the new chair. FUNFEST - Nancy Leslie reported that the committee for FUNFEST met February 23, 1993. Mala acquired $5000 in a pledge from Twin City Bank. Also, Ms. Ferguson met with the school sponsors, and 12 of the 14 that participated last year have already committed for this year. working and plans are progressing on schedule. May 1. The subcommittees are FUNFEST is scheduled for PR - Mattie Ruth Tipton reported that the main objective for the committee was promotion for FUNFEST. She also stated that due to the incident withthe drive by shooting that the recruitment efforts were not as successful as they had hoped them to be. Health Resources Committee - Mala reported that Jefferson Comprehensive Care in Pine Bluff was interested in the McClellan Health Clinic, and that federal monies were available to the community health clinics which could be expanded to the school clinics. More info to come. Facilities Committee - Gary Burris is pricing materials to enclose the courtyards. Also, something still needs to be done about the sign in front of the school with all the bullet holes. NO REPORT. Scholarship Committee - NO REPORT. DISCUSSION ITEMS December 30 Court Order. In relation to this order, the council will draft a letter making recommendations to Dr. Bernd as to how the Council can be meaningfully involved in decision-making and budget changes regarding McClellan. Regional Community Education Conference is April 15-16, 1993, in Oklahoma City. NCEA is December 8-11, 1993, in Nashville, Tn. NEW BUSINESS Revisions to the by-laws were voted on and accepted. meeting will be in May 10, 1993. The next council It was also stated that the council would have guarterly meetings in September, December, February, and May. special meeting can be called as the need arises. A OLD BUSINESS NONE. The meeting was adjourned at 8:00p.m.MCCLELLAN COMMUNITY HIGH SCHOOL ADVISORY COUNCIL MEETING - MAY 10, 1993 TENTATIVE AGENDA 6:00pm Call to Order I. Board Roll Call II. President's Report III. Principal's Report A. B. C. D. E. Intercom System New Custodians Magnet Supplies School Climate Student Achievements IV. Community Education Director's Report A. B. C. D. E. F. G. Financial Report Report on Spring Class Session Update on Summer Class Session Regional CE Meeting Southwest Little Rock Coalition Mapping Project NCEA Meeting December, 1993 V. Faculty Rep. A. School, Faculty Climate VI Liaison Reports A. B. C. CDC JoAnn Macklin Fighting Back - Saboor Salaam Neighborhood Alert Center - Kelly Tucker 1. 2. Bicycle 372-MOVE VII. VIII. D. E. F. LRSD Board Tedder LR City Board - Edwards. PTSA Standing Committees A. B. C. D. E. F. G. Finance Programming FUNFEST PR Health Resources Facilities Scholarship Discussion Items A. B. Letter of Support and Appreciation to Dr. Bernd, LRSD Board and Administration Letter about McClellan PTSA IX. New Business X. Old Business 8:00pm Adjourn - refreshmentsMCCLELLAN COMMUNITY HIGH SCHOOL ADVISORY COUNCIL MEETING - MARCH 6, 1993 TENTATIVE AGENDA .A/*' 6:00pm Call to Order I. Board Roll Call II. President's Report A. B. C. D. E. LRSD budget meeting report Report on voting to amend by-laws Rescheduling April meeting Liaison schedule for PTSA and for summer. Standing Committees III. Principal's Report A. B. C. D. E. Intercom System Physical Plant Update Update on Magnet Supplies and Operations School Climate Student Achievement IV. Community Education Director's Report A. B. C. D. Financial Report Update on Spring Class Session Fundraising Plans Southwest Little Rock Coalition V. Faculty Rep. A. School, Faculty Climate VI Liaison Reports A. B. C. D. E. CDC JoAnn Macklin Neighborhood Alert Center - Kelly Tucker LRSD Board Tedder LR City Board - Edwards. PTSA ? VII. Standing Committees A. B. C. D. E. F. G. Finance Programming FUNFEST PR Health Resources Facilities Scholarship VIII. Discussion Items A. B. December 30 court order. LRSD : Council. Regional Community Education Conference-April NCEA December IX. New Business X. Old Business 8:00pm Adjourn - refreshmentsTO: FROM: DATE: SUBJECT: McClellan Community Education Advisory Council Nancy G.Leslie, Secretary February 8, 1993 Minutes of February Advisory Council/Board Meeting The meeting was called to order by President William Fields at 6:10 p.m. Roll was taken by Mrs. Leslie. BOARD MEMBERS PRESENT William Anderson Nancy Leslie Steve Tedder i Jodie Carter, ex-officio Willie Edwards Jo Powell Mattie Ruth Tipton William Fields Nancy Reedy Rosemary Wilson Mala Daggett, ex-officio PRESIDENT'S REPORT President William Fields welcomed the Council and brought to our attention the letters of congratulations and thanks written by the Advisory Board to students, teachers, and members of the community. He asked Jo Powell to update the liaison committee members list. This was completed, and Council members have been assigned a month to attend the LRSD Board, LR City Board and McClellan PTSA meetings. PRINCIPAL'S REPORT Jodie Carter reported that the intercom is working, still some bugs. However, there are According to Mr Carter, all furniture is in place in tl I\" will be carpeted as funds are available. wing. Other areas Mr. Carter said that Mr. Gooden would paint the storage facility at the end of It K\" wing ASAP. To Mr. Carter's knowledge, electrical work requested has been completed. He added that the facilities committee was looking into enclosing the front and back courtyards. Mr. Carter introduced Shelly Keel, resource officer. Officer Keel has just returned from training which was geared specifically to a high school situation. Officer Keel was very pleased with the favorable response expressed by students and teachers concerning her presence on campus. Mr. Carter did not have an updated list of student achievements. However, Ms Walker, assistant principal, explained the Renaissance program which has just been revamped to better reward students for improvements in performance both academically and socially. The program is open to all students with no extra work for teachers or administrators. Teachers and administrators will be given 10 McClellan Bucks (dollars) per week and security personnel will be given 5 McClellan Bucks per week which they can give to any student who exhibits a desired behavior. behavior are: Examples of desired Picking up trash in the cafeteria or school grounds. homework turned in on time, improved grades, participation in class, etc. The Lion's Mall will display and house the products and services for students to purchase at retail prices. for donations. Ms Walker said the greatest need is Contact her at 570-4107 if you have donations for theLion's Mall. grading period. The program should be in full swing by the 2nd nine weeks Mr. Carter reported the following faculty changes: Mary Baldwin, Business\nTony Honeycutt, Business and Marketing\nMarcus Moore, Special Education\nand Mr. Robinson, Band. At this time, William Fields asked Mr. Carter to explain his hiring practices and procedures. Mr. Carter said that when he has an opening, he posts the position at the district office, nationwide, and all school locations. through an interview process. Then, candidates go He also stated that any person hired after September 1 was considered to be hired on an interim basis with no contract. Those openings would again be available at the end of school. and the process would begin again. Mr. Carter said Dr. Bernd was interested in applying the effective school method which involves staff in decision making. Mr. Carter said he would implement this method into the hiring practices, and there would be a committee to do future hiring, committee would be made up of students, staff, and administration. This President Fields interrupted the agenda in order to introduce Kathy Hinds and Tommy Watson who man the Mobile Resource Unit, a project done in collaboration with the LRSD Fighting Back program. offers assistance and referrals. The mobile library Kathy explained the unit will interact with Community Education, Step Up Center, Neighborhood Alert Center, etc. For information on scheduling the Mobile Resource Unit in your area call 324-2164. COMMUNITY EDUCATION DIRECTOR'S REPORT Mala Daggett distributed a monthly financial report showing a program budget balance of $23,530.49. Jason Sloan, CE program coordinator, reported that 20 classes made, and 413 students registered for the spring. He encouraged us to promote all classes, but especially the Office Skills for Older Adults class done in conjunction with Arkansas ABLE. In regards to fundraising plans. Mala reported that the finance committee had not met. However, she said we must have revenue producing projects. She mentioned a new CE project to rent use of the gyms to meet the needs of existing youth organizations. grants to fund any program expansion. Mala also stressed the need for writing Mala reported she and others were working with the Casey Foundation to fund a Southwest Little Rock Coalition which would involve submitting a grant application. Monies would be used to support coalition projects. It would not be to support only Community Education activity, meeting is February 17. The first coalition FACULTY REPRESENTATIVE'S REPORT Nancy Leslie, faculty rep, reported that the faculty was pleased with the new resource officer, and they had noticed the efforts to do more clean up around the campus. There was still some concern wit the way the phones were being answered in the front office and messages were not getting to the faculty. Mrs. Leslie reported that the foreign language department had raised over $75,000.00 in Harvest Food tapes and were trying to win a computer and accessories. Mrs. Leslie asked the Council to write one of her nominating letters for the Stephens award. LIAISON REPORTS McClellan Community Development Corporation (CDC) -Mala reported for JoAnn Macklin, President of McClellan CDC. CDC is working on developing a neighborhood project to purchase property such as a duplex or triplex\nrenovate it\nand sell it at a reduced price to a new owner who would be required to live in the housing. Neighborhood Alert Center - Kelly Tucker, 562-0042 NO REPORT. LRSD Board Meeting - Nancy Jones and Gloria Blakney, English teachers, entered three of their students in the district's PTSA Essay Writing Contest. meeting. The three students won all categories and were recognized at the The board voted not to fund the aerospace school. New officers were elected: President, John Moore\nVice President, Dorsey Jackson, and Secretary, Catherine Mitchell. LR City Board - NO REPORT. PTSA - Linda Russenberger was told when she called the front office that the PTSA was not meeting. at 11:00 am. See Mala for more details. The LR PTA Founder's Day is February 26, 1993, one Council member to attend. Community Education will pay for STANDING COMMITTEES FUNFEST - Nancy Leslie reported that the committee for FUNFEST will meet February 9, 1993. on schedule. The subcommittees are working and plans are progressing FUNFEST is scheduled for May 1. PR - Mattie Ruth Tipton reported that the faculty and the PR committee were disappointed in the open house for recruitment which was held on February 1. However, everything was in place for the tour and assembly for the 9th grade students on February 9. which will be given to each student who attends, programs is Februairy 8-19, 1993. She passed out a very impressive packet Enrollment fro magnet Health Resources Committee - Rosemary Wilson reported that one grant had been submitted, and the committee was working on further projects to benefit the health center. A partnership between McClellan and the College of Nursing at UAMS looks promising. The committee will meet February 10. Facilities Committee NO REPORT.Scholarship Committee - Nancy Reedy reported that 18 scholarships had been awarded for spring CE classes, and the committee was looking at policies to guide them in the distribution of scholarships. DISCUSSION ITEMS December 30 Court Order. Judge Webber Wright stated that the Council will be meaningfully involved in decision-making and changes regarding McClellan. Mala and President Fields hope to meet with Janet Bernard next week to discuss this point and the process leading to the Council's involvement. In the meantime, the Board asked that we specifically request involvement in 1993-94 budgeting for the school and CE program as well as information concerning the placement of Community Education on the LRSD organizational chart. Advisory Board's Januajry 23 planning meeting. President Fields presented a summary of the meeting results which focused on: 1) developing a stronger place and relationship with the LRSD administration. 2) revamping of the Council's meeting and committee procedures. 3) planning for short- and long-term financial support. NEW BUSINESS NONE. OLD BUSINESS The Razorback basketball was sold to Gary Herai for $125, which will go into the FUNFEST account. Thanks to DECA for the donation of the ball. The meeting was adjourned at 8:00p.m. DATES TO REMEMBER MCCLELLAN COMMUNITY HIGH SCHOOL February 16 Little Rock City Board Meeting. 2nd Floor City Hall, Markham \u0026amp; Broadway. 6:00 pm, Tuesday. Willie Edwards, Liaison. McClellan Community High Basketball Game. Conway High. McClellan Gym. 6:00 pm, Tuesday. February 19 McClellan Community High Basketball Game. North Little Rock West. McClellan Gym. 6:00 pm, Friday. February 22 McClellan Health Resources Committee Meeting 2pm. Health Clinic. February 23 FUNFEST Committee Meeting 5:30 pm. Teachers' Lounge. February 25 Little Rock School District Board Meeting. LRSD Board Room, 810 West Markham. 6:00 pm. Thursday. Steve Tedder, Liaison.February 26 Little Rock PTA Founder's Day 11:00 am, Friday. McClellan Conununity High Basketball Game. Central High School. McClellan Gym. 6:00 pm, Friday. March 1 March 2 March 11 PTSA Chili Supper McClellan Cafeteria. 5-6:30pm. PTSA Meeting. 6\n30pm. Cafeteria. Tickets are $5. McClellan Community High School Advisory Council Meeting. Media Center. 6:00 pm, Monday. Little Rock City Board Meeting. 2nd Floor City Hall, Markham \u0026amp; Broadway. 6:00 pm, Tuesday. Grace Stanley, Liaison. MCHS Advisory Board, Executive Committee Meeting. Media Center. 5:30 pm. Thursday. NOTE: Away basketball games not listed.PROPOSED AMENDMENTS to McClellan Community High School Advisory Council By-laws submitted February 8, 1993 Article V. Section 5. Executive Committee and Officers. The president will preside at all meetings of the Board and Council and serve as the official spokesperson. The president will also appoint all committee chairs with the approval of the executive committee. Section 10. Standing committees will be established/dissolved upon majority vote of the Advisory Board. Section 11. The Advisory Board will establish guidelines for committee operations. Each committee will report to the Advisory Council at regularly scheduled meetings. Article VI. Section 1. Meetings. The Advisory Council and Board will meet four (4) times each school year (September-August) as scheduled by the Executive Committee at the beginning of each year. The Council will receive reminders of the meetings at least two weeks before the meeting date.You are invited to take a stand and walk with McClellan. An assembly, with tlie theme \"Taking a Stand for McClellan,\" will be held at McClellan Cormnunity High School, February 18th, and a walk around the school will follow. This event will be held to support fighting back against situations that cause disruption of the educational process at McClellan Community High School. You are invited to attend both the assembly and the walk. Taking a Stand for McClellan Assembly and Walk February 18 th 11:20 a.m. McClellan Community High School Gym H Make Time to Make A Difference! All of us have work, family and other obligations that fill our schedules. Many of us are already doing something to make a difference in our community. However, McClellan Community Education has an opportunity for you to do something more to make a difference in someone's future and the future of our community. Take time to volunteer to be a tutor and experience the satisfaction of giving a young person a positive learning experience. Tuesdays, 6-8 p.m. Saturdays, 9 a.m.-12 p.m. McClellan Community High School Call 570-4149 to volunteerDo You Need Housing ITH Medical Care * Food Assistance Utilities Clothing Substance abuse counseling Employment Little Rock School District / Fighting Back Presents the: NEIGHBORHOOD MOBILE RESOURCE CENTER Providing Assistance and Referrals Now Appearing: February 1993 Mobile Resources M'StUV MIWDAV TDESnAV TinwnAV inimv 5MUM Imoi AkflCtww KXIIHfW PwtMtW rauMI -Mi'Crmirnip VtkMiM't Dts 21 Mr (tKaM Mi*-ar\u0026gt; f2S I * Part Hnxi anta aH'paCtX\n15 Saaatt Trtro t Btiitiy 22--------- lata Htaai CtatttalaM *\u0026gt;at U\u0026gt;a\u0026gt;Mfi.M'\u0026lt; BMaMtv 5  t-nr* CbWmi lUn M\u0026gt;mM UdXatU Hmr KWVMMr U4VM 10 MiwTtAO Part I a Hart* 11 AMStlloMOtfi*).'] 12 LMlKAkn.'t'll .. Mt la |M IT Kan.Ml For Additional Information call Tmuk CmetOScMi 1w7MtMnu PuMtiCir. XPlMtMM 22---------- Utnan Htt\u0026gt;ttl tM IX\u0026gt; 24 Ant 11 AMn C\u0026lt;iw SIO AffibinnH K tl II H l\u0026lt; H  p I* I*  n = S i\u0026lt; s s r 2* l  )1 TS CMMIItahtVuUuo *-HuUMAn 19 Mt Btaat* AltnCit IID Mt Man-v V* )ll 25 ToKill AMtirfc\u0026gt;ebifd* Hr Het I i*IW\u0026gt;aa Araa AM MU* Moortt 26 27  Mirrh------ 1 M T W T I 1 N HUH  10 II U I \"Vl I'Nl 324-2164 * * * 1 |2 3 *^^^fSDAY 4 6 * * * (T I Pwliirii'i Do S M r  T U I*  *4 u w ii * '  LI. LL WWWfti^j LITTLE ROCK SCHOOL DISTRICT John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100 Little Rock, Arkansas 72209 October 29, 1993 Dear Polly: We had a good meeting at lunch Thursday. Three parents and thirteen staff members attended and had a great lunch prepared by Robin Barnums Food Production/Restaurant Management classes. I presented the information on the enclosed agenda packet. Please read through the material and give it some thought. If you have any ideas for recruiting, or if you know a parent who would be perfect to speak to groups, or if you know someone who could get us some free publicity, or if you know someone who would give us a discount on printing, materials, etc., give me a call. In other words, we need everyone brainstorming ways to get McClellan off the launch pad and into the air. I appreciate your willingness to help us. I will be in touch about the next meeting. Again, if you have any ideas at all, let me know. Thanks! Sincerely, Steve Geurin A Business/Communications MagnetMcClellan community high school 1993-1994 recruitment team Faculty/Staff Members Steve Geurin - Contact Person Jodie Carter - Principal Marion Baldwin Rose Bogan-Armond Ida Rose Brown Missy Burgess Leon Carson Ray Gillespie Donna Larkin Jim Porter Jo Powell Ellis Register Kristie Robinson Pam Slayton Ann Thomason Mattie Ruth Tipton Parent Members Carolyn Bores Debbie Busbea Ann Clem William Fields Charlye Holmes Jim Holmes Karon Lewis Ron Lewis Andy Lilly Sandi Lilly Melvina Macfoy Vanessa Mackey Polly Ramer Freddie Reedy Nancy Reedy Rosalyn Scruggs Bobby Thomas Geneva Van Buren Goals of our team: To draw more students to McClellan, especially magnet students, AND To improve the public perception of McClellan. Steps in achieving our goals: 1) Make a Plan Some activities are already being organized for us by the Magnet Review Committee. Most activities ere completely up to us. Time frame: November. 2) Orientate the Participants in our Plan McClellan staff members and parents who will be helping in recruitment efforts must learn the components of our magnet programs and what else McClellan has to offer. Time frame: November, December, January. 3) Take Action We carry out our plan with the help of other staff members and parents. Time frame: December, January, and beyond.Possible components of Qur Plan: Actions already set up by Magnet Review Committee (Donna Creer): We will visit junior highs December 7, 8, 9, 14, and 15. Ninth graders will visit MHS on January 6. Elementary and junior high counselors from schools in the three districts will tour all magnet schools sometime on November 18. We might provide lunch for them here at MHS. Other possible recruitment ideas: Mail brochures to all parents of 9th graders in public and private junior highs in Pulaski County. Follow these up with letters encouraging parents to seek more information. Teacher/student team visits junior high at lunch, take pizza, meet with top students about our magnet programs, AP classes, etc. AND/OR Find a teacher or counselor at a junior high to bring some top students to McClellan for lunch and tour. Compose and print a letter for McClellan parents to sign and send to parents of 9th graders, or maybe the top 9th graders, encouraging them to consider MHS. AND/OR Do a different letter for parents to sign and send to people they actually know who have junior high children. MHS invites the junior high counselors over for lunch and a tour, even if the Magnet Review Committee does their own tour. OR If the Magnet Review Tour is sufficient, we take treats to the junior high counselors along with information on our programs. We could also send them cards with updated information, such as a new course that will be offered. A business or communications (or AP English, History, etc.) teacher goes to junior high and actually teaches a great, enthusiastic, entertaining lesson in a business or communications class  schools could combine 2-3 classes so we could reach more students in one lesson. Have a Magnet Open House in January\nsend letters/cards to parents of all 9th graders in junior highs in Pulaski County. Visit Student Assignment with treats or lunch and information about our programs.Teacher team visits junior highs, have interested students called out of class, much like we do college reps here at McClellan. Our FBLA sponsors and members meet with FBLAs at the junior highs. Our National Honor Society sponsors and members meet with NHS (or other honor group) at junior highs. Our Department Chairpersons visit the junior highs and meet with the corresponding department, explaining our programs. For example, the junior high history teachers might not know that we will have a Pre-AP World History class for 10th graders, an AP American History for 11th graders, and an AP European History for 12th graders. Take treats to administrators \u0026amp; office staff at the junior highs, especially if we plan to bother them a lot with our recruitment efforts. Include junior high bands and spirit groups in our basketball season, either special nights for all junior high groups, or a separate night for each school. Send parents to talk to junior high PTA meetings in November, December, and January. Have parents record messages on the phone master to call all parents of 9th graders, or maybe just the top students, saying something good about MHS and giving their phone number so that the other parent can call for more information about MHS from a parents point of view. Use the phone master to call parents of 9th graders, using a \"celebrity\" voice to encourage them to seek information about MHS programs. Ask TV/Radio stations to do some public service announcements about our programs. Prepare a short article about our programs\nask parents and teachers to submit this to their club, church, or company newsletters for publication. Encourage parents and teachers to talk to people they know who have 9th graders. Have them call MHS with the names of those they talk to\nwe could follow this up and also keep track of who has been contacted. Have posters printed about our programs and put these in junior highs, other locations. Make presentations to civic clubs about our programs. Do a radio or TV talk show about our programs.I III jjadne the first 2 weeks of November: 1) Help me develop our overall recruitment plan by telling me which recruitment ideas are the most worthwhile -- we need to get the most results from the least money and effort. Please give me feedback on the ideas we discussed today\nsend me a note or come by and talk to me. Give me positive and negative thoughts on various strategies. I think we need to select a few things and then do a bang-up job on them. 2) Teachers, go back to your departments and get feedback from the teachers or staff members on who would be willing to miss part of their 4th and Sth period class to go visit a junior high, which \"master teacher\" would go teach a lesson, who would be willing to watch someones class while they visited a junior high. Ask them just what they would be willing to do to try to bring more good students into McClellan, therefore securing their job for another year. Parents, try to find some parents who would be willing to speak at a PTA meeting, or sign several cards to send to parents of 9th graders, or make phone calls, etc. What I will be doing: As I hear from you, I will be deciding on our plan and plugging names into the various parts of it. We will meet in the middle of November (before Thanksgiving) to examine the plan and make final decisions. I will also be getting brochures prepared, letters written, etc. Please get back to me with your ideas. You know the teachers who have the required strengths to go teach a lesson, or talk with students, or meet with teachers\nthose are the people you need to ask! We need to send our best people out to these junior highs\notherwise, we are wasting our time. Everyone can play a part in recruitment, but we must get the right people in the right roles. Thanks for your help!ROCK SCHOOL DISTRICT John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100 Little Rock, Arkansas 72209 November 17, 1993 Dear Recruitment Committee Member: The Recruitment Committee will meet on Monday, November 22, at 12:35 in room J3 on the McClellan campus. (Unfortunately, lunch will not be served this time.) We will be making some final decisions on our recruitment plan. I understand that most parents can not attend meetings during the day, so I want to give you a summary of what we are thinking about for recruitment this year. 1. We are having new brochures professionally printed. 2. We will do three mail-outs to parents of potential students: 1) Early December, a letter signed by a McClellan parent, expressing their happiness with McClellans programs, etc. 2) Early January, a brochure explaining McClellans programs. 3) Mid-January, a follow-up letter from myself, reminding them of our programs and inviting them to our open house. 3. We will visit each of the 15 junior high schools in the three school districts and present a program to their 9th graders. We will also present a program here at McClellan to 9th graders who choose to visit our school. 4. We will visit each of the 15 junior high schools in the three school districts and meet with the students in the business club, or a similar group. We will provide pizza and soft drinks and we will distribute brochures, pencils, and other information. 5. Our department chairpersons will visit several junior high schools and meet with the corresponding department at those schools. They will share information about our programs, give them brochures and posters, and also serve them cookies. 6. We will visit the counselors at the 15 junior high schools in order to educate them about our programs so that they can share this information with their students. We may also have a luncheon for them. A Business/Communications Magnet 7. We will visit the student assignment offices in the three school districts to share information about our programs, serve them cookies, and try to become their friend. We may also have a luncheon for them. 8. We will run an ad campaign in the Arkansas Democrat-Gazette in January. We are going to try to involve our partners in education and some of our parents in this campaign. 9. We will have an open house in late January, There are several of these activities that we will need your help with, such as signing letters, working at the open house, and maybe making phone calls as we get students who are showing an interest in McClellan. Even if you can not attend the meeting Monday, please know that we are still counting on you to help us when specific needs arise. We appreciate your willingness to help in this tough job of recruiting. By the way, I hope you noticed our letter to the editor on October 26 and our feature article on November 15. I have received calls complimenting us on our great recruitment efforts from Estelle Mathis (Deputy Superintendent), Jeanette Wagner (Head of LRSD Communications Dept.), Donna Creer (Head of Magnet Review Committee), and Connie Hickman Tanner (Office of Desegregation Monitoring). This recognition can only help our school as we all work together to make McClellan the leading high school it can be. Thanks again! Sincerely, Steve GeurinrV LITTLE ROCK SCHOOL DISTRICT John L. McClellan Community High School 9417 Geyer Springs Road  Phone 570-4100  Little Rock, Arkansas 72209 aa I2an Wd  MEMORilKDUM TO: Advisory Council FROM Scrimager DATE: February 27, 1995 MAR OltiCij Ct 01 1995 RE: Executive Council elections Whoops my fault, this memo was found under my desk - Im sending the results of the Executive Council elections. If you have any questions please call me at 570-4149. I thought some of you may have forgotten because I havent heard from you in such a long time. I r. C^CSSB LITTLE ROCK SCHOOL DISTRICT John L. McClellan Community High School 9417 Geyer Springs Road  Phone 570-4100  Little Rock, Arkansas 72209 x\u0026gt;IEMOILlIDOI 1 TO: Advisory Council members MAR 1995 FROM: Brenda Scrimager Oific-3 o( Desayic\niL y^!.: DATE: January 15, 1995 RE: Board elections A Listed below are the names of the new Community Education Executive Board. President - Bobby Thomas Vice President - John Twyford Secretary - Paige Beavers Treasurer - Kelly TuckerU- a L.\" March 1, 1995 Oiiica Ci Uc-'-'m- This is Just a reminder that the next Advisory Council meeting wiU be Thursday March 16, 1995. The meeting wlU last from 6:00 pm to 8:00 pm in the Media Center.300 P01 APR 03 95 (r 14:55 fA)( com SHEET DATE: 4- 5- ^5 TO: EA)(#: \\jO\\\\\\\\ qav\u0026lt;\\ V\u0026gt; eJl(ls COMMENTS: TOTAL PAGES INCLGVING THE COyER SHEET: \\3 CALL 570-4149 IE THERE ISA PROBLEM WITH THE EAl MCCiUlAN COMMUNIJy SCHOOL fAX (500 570-409S300 P02 APR 03 95 14:55 April 2, 1994 Ann S. Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Dear Ms. Brown\nWe, the McClellan Community School Advisory Board,\n __1 submitting a business case in support of retaining the Community Education^ Program at McClellan Community High School. We understand that there have been other doeii(nen+'-!? n- reports are hereby McClellan Community High , documents _ concerning the status of this program, but the enclosed business case is the only one in which the Advisory Soard has had meaningful involvement and which has received our recommendation. We feel for many.reasons that our point of view reflects more accurately the original intent of the Community Education program and the desire of our community. or Moreover, due to the many changes that have occurred in both the Little Rock School District and McClellan's --- - -ommunity Education staffing since its beginning, we feel that consistent monitoring is needed to insure that the program retains its original objectives and remains a success. We appreciate the confidence that Judge Wright has placed We hope you appreciate our desire to present an accurate picture situation surrounding McClellan's Community Thank you for your time and assistance in this of can the our desire in us . Education program, matter, surrounding McClellan's Sincerely, wi 'resident McClellan Community Education Advisory Board300 P03 APR 03 95 14:56 BUSINESS CASE MCCLELLAN COMMUNITY EDUCATION PROGRAM Executive Summary ,^1'^^ operates a Community Education Prograi __________________ cor^Li^Vn?mr^^ 1990-91 academic year. This was brought about because would\u0026gt; planning (or McClellan High' School to become a ctZXThXr'^ School. The program was would be appropriate to capitalize on im on the campus of McClellan Magnet High \"community education\" opportunities are provided for all local community members. OOIS. dflC kd/'Arwwn ____* _ .1  *  schools, and organizations to become partners in addressing educational community concerns. The McClellan Community School is open year-round with educational opportunities available to all resiriohtr A_i tipportunities avaiiaoie to an resi- academir Avt  McClellan Community School, in collaboration with other agencies, provides academic, extracurncular. spore, health, social service, and wo- force . P ov es ages. preparation programs for peope of all available to the community almost around the dock to maximize the .h , 7\n'\u0026gt;'''5 e. The wishes of the community, to X*Swe School, govern the programs and Xr- In the face of a budgeury deficit, the district is required to make cuts in order to \"balance the budget\". U -  ---------- LV HiaiSC in V wever eeper cuts to the Community Education Program would threaten tiic p reducing, if not eliminating, programs and services desired by the community. the program's very existence by it 5* laoween the school and the community, therefore m Community School Advisory Board that the Commun. y Program be maintained at a level of funding feasible for successful Education program operation. Background to 700IXJSL'** '***\" 'Oh '''snih aenres approximately 500 roihuS^rsereice XT \u0026gt;\u0026lt;'8  prograX has oroemm's ahiliw,  the district would however jeopardize the program's ability to function. And, deletion of the community. program would usurp the trust that has been built with the300 P04 APR 03 95 14:57 Reville had seen in other par^^ S 2 Community School concept that Carter, math teachXiS hJL Assistant Prindpal Jodie parents Mr. and Mrs. Larrv Wood I teacher Rose Bogan, LRSD Board member O.G. Jacovelli, and plan to start community education at liodlan Hbh^Schtd Michigan, to bring back a working with communi^ t-roL., thrl h u  southwest area of Lttle Rock. After School Board for appro^f Thft commC''' presented to the Uttle Rock PP . This committee was then dissolved to make way for the initial plan to start The Community Education Program 1990^91 aXZX, implemented at John L McClellan High School during the PH Communitv Hid, School AdvL,. n.L ?2! ?! nity Education program serves individuals beginning X* *** t- community Education meets the needs of: Community High School Advisory Board. The Commu- at birth, or before, and continues throughout life. Infants High risk youth and parents McClellan graduates *The Southwest Little Rock community Area businesses, churches and schools *The McClellan Community High School fecility Individuals upgrading their work skills Area agencies and organizations Community Education provides\nHealth services to McClellan students and Summer camp services for 6-12 year-olds Summer jobs for youth Tutoring to ail children K-12 community *Skills training for GED participants ____I Tl r *Job enhancement skills for all ages College credit classes for all community members Citizen involvement for all ages ** \u0026gt;\u0026lt; x*. Sdi-IJth gnde, LRSD mideno oKiUs training for drop-outs Programs for suspended students Parenting and prenatal education Classes for LRSD youth Leisure classes for all citizens Recreational classes for all citizens Senior citizen brochure classes Neighborhood association meetings for Southwest Little Rock residents, and Summer ennchment programs for 6th-12th grades focusing on LRSD students SnmS XriXTo *' \"'I to exera the oo. and SKXSK to provide leadership and support in the planning, implementa- Council membership is open to all interested Council activities. The Coucil then elects the persons who wish to declare membership and take part in McClellan Community High School Advisory Board.300 P05 APR 03 95 14:57 The Advisory Board is the decision-making body of the Council. It seeks a balance of race and gender and reflects representation of the community, to include: business/community leaders\nMcClellan faculty, senior ^zens\npyents of McClellan students\nMcClellan students\nand other members of the community at-large, he Board ^en elects its officers who comprise the Executive Committee, which functions to establish the agenda for Board meetings. Per federal court order dated December 30. 1992, the district is directed to be mindful of its desegrega- tton obhg^ons as they relate to language in the plan which states that the McClellan Community School Advisory Council '-------------/ IS a means for promoting community involvement and input.\" Proposed changes to the school according to this order, must \"reflect the community's needs and wishes.' H In a following order dated August 26, 1993, the district's decision to alter the Community Education rogram s funding caused the Court to question the effect this change [would] have on the district's ability to desegregate McClellan and meet its plan obligations.' 11 Again budget cuts have brought into question whether the level of funding which Community Education expects to receive from the district will be sufAcient to effectively deliver services. Problem DeAnition he LRSD is in the midst of a critical financial crisis. Budget cuts are being looked at all over the district. The causes of the problem have been well documented over the last 12 years. The people most affected are t e students of our district. The magnitude of this problem has caused the district to consider cutting or closing certain programs such '  ' as the Community Education Program. Cuts to the community education budget threaten the very existence of the program. Since its inception e Community Education Program budget has suffered cuts year after year. At this point, additional cuts are expected to directly affect program delivery. For instance, the ACT Prep program currently costs students \u0026gt;2. If proposed cuts are imposed, such low fees will be unreasonable malting it impossible for many students to get this training. The primary actors are the Advisory Council, the Advisory Board, the Executive Committee, community members, staff, and administration. Analysis of Alternatives Process: Business cases were submitted for the LRSD Board of Directors to review. A case to delete the program was submitted by Principal Jodie Carter. But, after carefully looking into the judge's order, it was determined ^at more Council involvement was needed to analyze the current situation. A second business case was then rafted by Mr. Carter. This case was presented to the Advisory Board on March 16, 1995 for approval. The case was rejected by the Advisory Board. Using the second business case as a guide the Advisory Board requested proposed budgets (normal and bare bones) from the Community Education Director to be used in determining the amount which would be requested from the LRSD for FY 95-96.300 P06 APR 03 95 14:53 Identification: I. Change nothing. Recognizing the critical financial u. .g u.lu= q. S07 Board rejects this alternative in an effort to provide savings to the LRSD. Crisis facing the Little Rock School District the Advi-  '\"r 5 ' 5' by the LR5D. $130,000 was deemed feasible Education Program. at that time for allocation to the Community  2^,2^ 1* *' A) was .ubmtaed by the Direaor of Commun,y Edutaaon at the requett of the Advisory Board. However, the infe-raion provided IS insufficient for the Adviso^ Board to make a determination therefore this proposal is rejected. equest a budget of $97,997.51. This budget (see attachment 8) was also submitted by the Director o Community Education at Advisory Board request. In this case, the Advisor Board had requested a bare bones budget, however the integrity of the program is jeopardized by this proposal given the reduction of service shown. 5. Request that the program be deleted. This proposal was never sanctioned by the Advisory Board. Kecommendation It is recommended by the McClellan Community School Advisory Board that the district give $ 130,000 to C ArYimiinifv C\u0026lt;di _______ i-vz/\\r- \u0026gt; * o  \u0026gt; uw the Community Education Program for FY 95.96. The rationale for this recommendation is that this action will confirm tion Plan and our willingness to adhere to the Court Order. our commitment to the DesegregaObjectives M ^'5 '^commendation is to allow the Community Education Program to continue at Mcaellan Community High School. The district will work with the McClellan Community Education Advisory ward to ensure that the integrity of the governance, structure, and  - - ' Program, as originally defined, are recognized. operations of the Community Education The Court Order states that we are to involve and keep informed both the school and the surrounding district's goal of ensuring that equity occurs in all phases of school activi- TIPv tinrt r\\AI ties and operations. The following is a list of the criteria to be used in determining the direction the program will take: I. The Community, the Board, and/or the Council will be meaningfully involved in the decisions made. I The Community Education Program will remain housed at McClellan Community High School.300 P07 APR 03 95 14:59 3. The district will provide technical assistance to the Community Education Program in the form of grant writing expertise to assist in securing funding sources. 4. Request a financial review to take place mid-year so that ail parties will be informed as to the financial position. The review committee to consist of Community Education Advisory Board, Community Education Director, and the McClellan Community High School Principal. program's Finally, the district will provide a starting budget of $ 130,000 to assist the Community Education staff in the operation of the Community Education Program. Impact Analysis This recommendation will have a positive impact on the Desegregation Plan and the Court Order. This will show willigness to comply with the Plan and Order. Program: The continued support of the Community School\" will link citizens and their schools together in ways that are mutually beneficial. This will ensure district goal #6, to ensure that equity occurs in all phases of Political Factor, No negative impact is noted. Risk: Devastation of services rendered to students and the community. Debasing of trust built with the community. Timing-. Continued district support must be implemented in FY95-96. school activities and operations. Desegrsgratiort Plan: No negative impact is noted. Court Order No negative impact is noted.300 P08 APR 03 95 14:59 Resources Analysis p P~ieel a budget o( $ 130,000 to be allocated to the Community Education Program. This will result in a savings of $40,000 to the district for FY95-96. The following allocations will be necessary to adequately fund the Community Education Program. Title Personnel Director Office Manager Secretarial Support (20 hrs. @ 6.50 per hr.) Receptionist (20 hrs. @ 5.00 per hr.) Night Supervisor (20 hrs. @ 7,50 per hr.) Program Coordinator (20 hrs. per week) COE Worker (15 hrs/wk @ 4.35) Amount $44,321.00 $17,915.00 $ 6,240.00 $ 4,800.00 $ 7.200.00 $15,000.00 $ 2,333.00 $97,809.00 Fringe Benefits Benefit Package FICA $2,279.04 $7,482.39 $9,761.43 Total Personnel $107,570.43 Total cost to the district is $ 130,00, with the balance of $22,429.57 to be used for operational expenses. This represents a savings of $40,000 to the district. Force Field Analysis JTie Boani of Directors and the administration are well aware that hard, sound financial decisions must be made: that the primary goal for the district is to ensure quality academic programs for all its students. Under . I , , , . vy  I\u0026lt;w JXI SI I 1.9 IVI OH iw \\./l It e ea ers ip of Dr, Williams, our ultimate goal will be to comply with the Desegregation Plan and Court Urd$r. The opposed may be individuals that want all resorces to be directed toward students.300 P09 APR 03 95 15:00 General Implementation Plan Date Activity Person(s) Responsible 6/9S On-going monitoring/ assistance provided Principal/Community Ed. Directory and Advisory Board 1/96 Mid-Year Review of Financial Status Superintendent/Principal Community Ed. Director and Advisory Board S/96 Evaluation of Current Condition Superintendent/Principal Community Ed. Director and Advisory Board300 P10 APR 03 95 McClHn Community Education Proposod Budget* for 19SI5-W 15:00 Budget #1 Personnel Director Office Manager Secretarial Support (20 hrs. 6.50 per hr) Receptionist (20 hrs. 9 5.00 per hr.) Night Supervisor (20 hrs. 9 7.50 per hr.) Program Coordinator (20 hrs, |j)er week) COE Worker (15 hra/wk 9 4.35) Sub Total Psraonnel $ $ $ $ $ $ $ $ 44.321.00 17.915.00 8,240.00 4,800.00 7.200,00 15,000.00 2,333.00 97,800.00 Fringe Benefit* Benefit Package FtCA Sub Total $ $ $ 2,279.04 7.482,39 9,761,43 Total Partonnal s 107,570.43 Operational Expense* Printing (2 mailing O 80,000 copies) Bulk Mailing Office Expenses Sub Total S $ $ $ 4.000.00 * 2,800.00 2,500.00 9,300.00 _ _Totol Budg*t $ 116,870.43 Total Saving* from $170,000 Budget $ 53\n129.S7300 Pll APR 03 95 u A'H'o.cla men t McCIll.n Community Educitlon Propo.) Budgt IMms 15:01 Budget #2 Psrsonnal Director Office Manager 11 mos Savings Secretarial Support (20 hrs.  6.5o viQtsiiiai Quppon nrs.  3.50 per hr) Night Supervisor (10 hrs. Q 7.60 per hr. (9 mos)) Program Coordinator pA COE Worker (9 hrs/wk O 4.35 (9 mos)) Sub Total Personnel  S $ $ s $ $ $ 44,321.00 16.422.00 6,240.00 2,700.00 15,000.00 1.409,40 86,092.40 $ $ $ s 1.492.92 4,500.00 923.40 6,915.32 Frings Bsnsfits Benefit Package FICA Sub Total $ $ $ 2,279.04 6,536.07 8,896.11 $ $ 627.40 627.40 Total Parsonnel $ 94,957.51 $ 7,543.72 Operational Expenses Office Expenses Voice Mail 0 $45.00 per month (in lieu of Receptionist) Mailing ' Sub Total $ S $ s 1.500.00 540.00 1,000.00 3,040.00 $ $ $ $ 6.000.00 5.427.45 800.00 12,227.45 Total Budget $ 97,997.51 $ 19,771.17 Total Savings from $170,000 ^udgat $ 72,002.49300 P12 APR 03 95 15:01 McClellan Community Education Advisory Board Meeting Special Called Meeting of Board MINUTES Thursday, March 30,1995 PRESENT: William Fields Paige Beavers Rosemary Lawson Willie Edwards Jo Powell Jodie Carter, Ex-Officio Marion Baldwin Kelly Tucker ABSENT\nWilliam Anderson James Parins Nancy Reedy Bobby Thomas John Twyford Jean Elrod William Fields called the meeting to order. A motion was made by Willie Edwards to reject the existing business case written by Jodie Carter. The motion Kelly Tucker and passed by acclamation. was seconded by  $130,000.00 budget which is a $40,000.00 cut from the present budget The motion was seconded by Paige Beavers and passed with one nay. Jodie Carter said that the Little Rock School District Superintendent will only recognize $40,000.00. A motion was made by Jo Powell that the McClellan Community School Advisory Board send a copy of the completed business case with a cover letter to the Office of De^gregation Monitoring. The motion was seconded by William Fields and passed by acclamation. Meeting was adjourned.300 P13 APR 03 95 15:02 TO: FROM: REF: DATE: William Fields, President McClellan Cowamity School Advisory Board Jo Powell, Mejnber McClellan Connunity School Advisory Board cent tax allocation March 31, 1995 Per my conversation by phone today (3/31/95) with Joan Adcock, a member of the Little Rock City Board, \"McClellan was given the $25,000 cent tax allocation because McClellan is a Community Education School\". Should the Little Rock .School District delete the Community Education Program, McClellan will no longer receive the $5,000 cent tax allocation.700 ? i'lPR 03  95 pjj. 14:55e:' X X X X X X X X . a 3iON 10:91 NOW 56-e -338 10'3 )1O 3AI303y 81 //SO /8 E5-5] e -HdV X X 3dAi 33083 3WIX X3 130333 N0I108SN83i y3(]N3S 13813 3180 X X X X X I )K)K*X****)K)lc)KXX)K)K*)K*X*****K*X*X***)K4()|(*)k***.*:K*)K**jK5K)K*t 'i 4'^ ii i.t'ii'k T\\ . /b \" ^ /|\\ \u0026lt;}\\ qS ZJx /p T\\ s3DnP: 300 P02 PPR 03 95 14:55 April 2, 1994 Ann S. Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Llttia Rock. Arkansas Dear Ms. Brown: We, 72201 the McClellan Conununity School Advisory Board, i___ 1.___ submitting a business case in support of retainino the Community Education Program McClellan Community High School. Me are hereby at Community High understand that there have been other documents or reports concerning the status of this program, but the enclosed business case is the only one in which the Advisory Board has had meaningful involvement and which has received our recommendation. been other documents Me feel for many^reasons that our point of view reflects more accurately the original intent of the Community Education program and the desire of our community. Moreover, due to the many changes that have occurred in both the Little Rock School District and McClellan's Community Education staffing since its beginning, we feel that consistent monitoring is needed to insure that the program retains its original objectives arid remains a success . Me appreciate the confidence ohat Judge Wright has placed in us. We hope you can appreciate our desire to present an accurate picture of the situation surrounding McClellan's Community Education program. - -- ' matter. Of our surround!no McClellan's Thank you for your time and assistance in this Sincerely, William Fieids^P. Wi Fi 'resident McClellan Community Education Advisory Soard ' t  I \\h 'ti  V300 PK APR 03 '95 14:56 Ljsgmtiye Summary BUSINESS CASE MCCLELLAN COMMUNITY EDUCATION PROGRAM Currey, the district operates a Community Education Program on the campus of McClellan Magnet High bchooi. The prognm was established during the 1990-91 academic year. This was brought about because community forums and other meetings were held during the 1989-90 schoolyear. Parents suggested that it would be appropriate to capitalize on McClellan's long tradition of community involvement and support by planning for McClellan High School to become a community school. - concept of community education\" opportunities are provided for all local community members, sc ools, and organizations to become partners in addressing educational community concerns. Community School is open year-round with educational opportunities available to all resi- ents of Central Arkansas. The McClellan Community School, in collaboration with other agencies, provides academic, extracurricular, sports, health, social service, and work force preparation programs for peope of all Asa community school' McClellan is available to the community almost around the dock to maximize the use of the school's library, computer labs, gym, playing fields, cafeteria, etc. The wishes of the community, expressed through the Advisory Board of the McClellan Community School, govern the programs and services made available, In the face of a budgetary deficit, the district is required to make cuts in order to \"balance the budget\", owever deeper cuts to the Community Education Program would threaten the program's very existence by reducing, n not eliminating, programs and services desired by the community. Nothing would be gained by devastating the trust built between the school and the community, therefore it is the recommendation of the McClellan Community School Advisory Board that the Community Education Program be maintained at a level of funding feasible for successful program operation. Through a range of programs and services the Community Education Program serves approximately 500 to 700 persons per quarter ranging in age from S to 75. Despite annual budget reductions, the program has continued its service to the community. Proposed cuts by the district would however jeopardize the program s ability to function. And, deletion of the program would usurp the trust that has been built with the community. OB700 P04 ftpp 03 '95 14:57 ---------al were held around meeting sprang the Community School concept that ..........- was formed led by then Assistant Principal Jodie narontc M AM . ^sc^er Rosc Bogan, LRSD Board member O.G. Jacovelli, and pa ents Mr. Mrs, Larry Wood. This committee worked with consultants in Flint, Michigan, to bring back a plan to sta,^ community education at McClellan High School for the southwest the district seeking input from Keville had seen in other parts of the nation, A committee Carter, math teacher Aniu Henson,  -v-H.unay ^uucation at rtcL,ieiian High bchool for the southwest area of Little Rock. After 4 community g'oups throughout the process, the final report was presented to the Little Rock School Soard for approval. This committee was then dissolved to make way for the initial plan to start Education Program was implemented at John L. McClellan High School during the 11 academic year, governed by the McClellan Community High School Advisory Board. The Commu- 17 IEducation program serves individuals beginning at birth, or before, and continues throughout life Community Education meets the needs of\n*lnfants *High risk youth and parents *McClellan graduates *The Southwest Little Rock community *Area businesses, churches and schools *The McClellan Community High School facility *lndividuais upgrading their work skills *Area agencies and organizations Community Education provides: Health services to McClellan students and community *Summer camp services for 6-12 year-olds *Summer jobs for youth *Tutoring to al! children K-12 7 *Skills training for GED participants *job enhancement skills for all ages College credit classes for all community members *Citizen involvement for all ages *SkilIs training for drop-outs  Programs for suspended students *1 management referral for at risk youth. 6th- 12th grade, LRSD students *Parnting and prenatal education ^Classes for LRSD youth *Leisure classes for all citizens *Recreationa! classes for all citizens *Senior citizen brochure classes *Neighborhood association meetings for Southwest Little Rock residents, and Summer enrichment programs for 6th-12th grades focusing on LRSD students The Council was formed to strengthen the unification between the school and the community, to exercise the uon. and administration of the community education h pementa programs. Council memberahip is open to all interested persons who wish tu dcjciare .membership Council activities. The Coucil then elects the McClellan Community High School Adviso^ to deciare membership and take part in Board. EnBsssaBSa^iaeSiEii 300 P03 APR 03 9' 14:57 e Advisory Board is the decision-making body of the Council. It seeks a balance of race and gender and reflects representation of the community, to include: ousiness/community leaders\nMcClellan faculty\nsenior dozens, parents of McClellan students: McClellan students\nand other members of the community at-large, e Board then elects its officers who comprise the Executive Committee, which functions to establish the agenda for Board meetings. Per federal court order dated December 30, 1992, the district is directed to be mindful of its desegregation obligations as they relate to language in the plan which states that the McClellan Community School Advisory CounciMl\n------ - ' IS a means for promoting community involvement and input.\" Proposed changes to the school according to this order, must \"reflect the community's needs and wishes. M In a loHowing order dated August 26, 1993, the district's decision to alter the Community Education rogram s funding caused the Court to question the effect this change [would] have on the district's ability to desegregate McClellan and meet its plan obligations.X Again budget cuts have brought into question whether the level of funding which Community Education expects to receive from the district will be sufficient to effectively deliver services. Problem Definition he LRSD is in the midst of a critical financial crisis. Budget cuts are being looked at all over the district. The causes of the problem have been well documented over the last 12 years. The people most affected are the students of our district. The magnitude of this problem has caused the district, to consider cutting or closing certain programs such as- th' e Community Ed ucation Programi . Cuts to the community education budget threaten the very existence of the program. Since its inception the Community Education Program budget has suffered cuts year after year. At this point, additional cuts are directly affect program delivery. For instance, the ACT Prep program currently costs students $ . proposed cuts are imposed, such low fees will be unreasonable making it impossible for many students to get this training. The primary actors are the Advisory Council, the Advisory Board, the Executive Committee, community members, suff, and administration, ill n Process: usiness cases were submitted for the LRSD Board of Directors to review, A case to delete the program was submitted by Principal Jodie Carter. But. after carefully looking into the judge's order, it was determined chat more Council involvement was needed to analyze the current situation. A second business case was then drafted by Mr. Carter, This case was presented to the Advisory Board on March 16, 1995 for approval The case was rejected by the Advisory Board. Using the second business case as a guide the Advisory Board requested proposed budgets (normal and bare bones) from the Community Education Director to be used in determining the amount vvhich would be requested from the LRSD for FY 95-96. RdSnc 700 P0b fiPP 03 95 14:58 Identification: I. Change nothing. Recognizing the critical financial crisis facing the Little Rock School District the Advi- S07 Board rejects this alternative in an effort to provide savings to the LRSD. budget of $ 130,000. At the beginning of 1995, in a proposal by the LRSD, 5130,000 was deemed feasible at that time for allocation to the Community Education Program, 3. Request a budget of $ 116,870.43. This budget (see attachment A) was submitted by the Director of Community Education at the request of the Advisory Board. However, the information provided IS insufficient for the Adviso^ Board to make a determination therefore this proposal is rejected. 4. Request a budget of $97,997.51, This budget, (see attachment 6) was also submitted by the Director k at Advisor Board request In this case, the Advisor Board had requested a bare bones budget however the integrity of the program is jeopardized by this proposal given the reduction of service shown. 5, Request tfiat the program be deleted. This proposal was never sanctioned by the Advisory Board. Recommendation It IS recommended by the McClellan Community Schoo! Advisory Board that the district give $130.000 to the Community Education Program for FY 95-96. The rationale for this recommendation is that this action will confirm tion Plan and our willingness to adhere to the Court Order. our commitment to the DesegregaM z^i recommendation is to allow the Community Education Program to continue at McClellan Community High School. The district will work with the McClellan Community Education Advisory card to ensure that the integrity of the governance, structure, and operations of the Community Education rrAoram Oie rxi-inimoMw, ___ - . ' Program, as originally defined, are recognized. The Court Order states that we are to involve and keep informed both the school and the surrounding community. This will allow for the district's goal of ensuring that equity occurs in all phases of school activi- ties and operations. The following is a list of the criteria to be used in determining the direction the program will take\nL The Community, the Board, and/or the Council will be meaningfully involved in the decisions made. I The Community Education Program will remain housed at McClellan Community High School.1 s i 300 F07 APR 03 95 14:59 3. The district will provide technical assistance to the Community Education Program in the form of grant writing expertise to assist in securing funding sources. 4. Request a financial review to take place mid-year so that all parties will be informed as to the programs financial position. The review committee to consist of Community Education Advisory Board, Community Education Director, and the McClellan Community High School Principal. Finally, the district will provide a starting budget of $ 130,000 to assist the Community Education staff in the operation of the Community Education Program. Impact Analysis This recommendation will have a positive impact on the Desegregation Plan and the Court Order. This will show willigness to comply with the Plan and Order. Program: The continued support of the Community School\" will link citizens and their schools together in ways that are mutually beneficial. This will ensure district goal #6, to ensure that equity occurs in all phases of PolftKol Factor. No negative impact is noted. Risk\nDevastation of services rendered to students and the community. Debasing of trust built with the community. Tkritng: Continued district support must be implemented in FY95-96. school activities and* operations. DesegKgration Plan: No negative impact is noted. Court Order. No negative impact is noted. kUun iiKiHbK I 300 P0S APR 03 95 14:59 Rfisources Analysis Initial district estimates projected a budget of $ 130,000 to be allocated to the Community Education Program. This will result in a savings of $40,000 to the district for FY95-96. The following allocations will be necessary to adequately fund the Community Education Program. Tills. Personnel Director Office Manager Secretarial Support (20 hrs. @ 6.50 per hr.) Receptionist (20 hrs. @ 5.00 per hr.) Night Supervisor (20 hrs. (g 7.50 per hr.) Program Coordinator (20 hrs. per week) COE Worker (15 hrs/wk (g 4.35) Amg.unt Fringe Benefits Benefit Package FICA Total Personnel $44,321.00 $17,915.00 $ 6,240.00 $ 4.800.00 $ 7.200.00 $15,000.00 $ 2.333.00 $97,809.00 $2,279.04 $7,482.39 $9,761.43 $107,570.43 Total cost to the distnct is $ 130,00, with the balance of $22,429.57 to be used for operational expenses. This represents a savings of $40,000 to the district. Porce .Field Analysis The Board of Directors and the administration are well aware that hard, sound financial decisions must be ma e, that the primary goal for the district is to ensure quality academic programs for ail its students. Under e leadership of Dr. Williams, our ultimate goal will be to comply with the Desegregation Plan and Court Order. The opposed may be individuals that want all resorces to be directed toward students. Hrai EZSSRasnmi! rgym a J 300 P09 hPP 03 '95 15:00 General Implementation Plan Date Activity 6/9S On-going monitoring/ assistance provided Principal/Community Ed. Directory and Advisory Board 1/96 Mid-Year Review of Financial Status Superintendent/Principal Community Ed. Director and Advisory Board S/96 Evaluation of Current Condition Superintendent/Principal Community Ed. Director and Advisory Board K39 B!5(P IE9 R?- I3i f s- 300 Pie APR 03 95 15:00 e McCI**i4n CornrHunity Education P ropoead BuPgeU for 1995-98 Budget i Paraonnal Director Office Manager Secretarial Support (20 nrs. e.6O per hr.) Receptionist (20 hrs.  5.00 per hr.) Night Supervisor (20 hrs. e 7.50 per hr.) Program Coordinator (20 hrs. per week) COE Worker (15 hra/wk O 4.36) Sub Total Paraonnal Fringe BanaOta Banalit Package RCA Sub Total Total Ptmonnol Operetienai Expanaea Printing (2 malilng O 80,000 copies) Bulk Mailing Offica Expanses Sub Total _T^i Budgot $ $ $ $ $ $ $ $ $ s $ s $ $ $$ $ 44.321.00 17.915.00 6.240.00 4,800.00 7.200.00 15,000.00 2,333.00 97.809.00 2,279.04 7.482.39 9,781.43 107,570,*3 4.000.00 ' 2.800.00 2,500.00 9,300.00 116,870.43 Total Savinga from $170,000 Sudgat $ 53,139.57 \u0026gt; ^uO I V I  6:. \u0026lt;{\u0026gt; 'v? - -- $ 300 Pll APR 03 95 15:01 McCiUan Community education Proposed Budfiet IWs-se Budget *2 Personnel Director Office Manager 11 mos Secretarial Support (20 hrs. \u0026amp; 6.50 per hr.) Night Supervisor (10 hra. Q 7.60 per hr. (9 mos)) Program Coordinator pA COE Worke. (9 hrs/wk 0 4.35 (9 mos)) Sub Total Personnel s $ $ s $ $ $ 44.321.00 16,422.00 6.240.00 2,700.00 15,000.00 1,409,40 86,092.40 S $ $ S viCO t Savings 1,492.92 4,500,00 923.40 6.916.32 Fringe Benefits Benefit Package FICA Sub Total $ $ $ 2,279.04 8,586.07 8,885.11 $ $ 627.40 627.40 Total Partonnel $ 94,967,51 $ 7,543.72 Operational Expenses Office Expenses Voice Mail  $45.00 per month (in lieu of Recepttenist) Mailing Sub Total $ $ $ $ 1,500.00 540,00 1.000.00 3,040.00 $ $ $ S 6,000,00 5,427.45 800.00 12,227.45 Total Budget $ 97,997.51 $ 19,771.17 Total Savings from $170,000 Budget $ 72,002.49 1 v\nil 4^- iiib'-I \"IJU F12 Hpp 03 'y5 15:01  L..- t. .0h\\ ,r V, - r :ri\u0026lt;- 'f .  I\n. \u0026lt; .'J \u0026lt;f.  .Mgei \u0026gt; i' r'\njt ' I.c ! .1 ' r')i. vl' I'  1 .' r\n' .{lit \u0026gt;  i  I300 PIT 95 15:02 : on.FO\nCQn^^ SHRJ 4'4-^5 AnM . 13x005X0 j:^ .. -' 305 P01 de. \\ i APR 04 95 12:39 FA)(^! a-ii-eiioo n^OM: I IAcOa/a^ kvA. A6oi\u0026amp;dK\u0026gt;^ * . t. V  . V COMMtNTS: ( TOTAL PAOISINCLUVINS TH( CWIP SHPIT: CALL 570'4f49 IF THFRF ISA PROBLEM WITH THE FA)L. MCCmiAN CCMMUNiry $CH00l FAX (501) 570-409S r*y-' W'.? BBX .! ijj ft 0 J'' t kln\u0026lt; K Uck K ( Q .OBHH 305 P02 APR 04 95 12:40  ?r\n^ I ('wmiuKjfT t' S I S' s?\u0026lt; i7 LITTLE ROOK SCHOOL DISTRICT - John L. McClellan Community High School Geyer Springs Road W: '\n*r \n Phone 570-4100  Little Rock, Arkansas 72209 brawn, Office ofVesegreffatlan Manitarlng J\\R.OAf iQiAf^liliam Jlelds. President McClellan Community Advisory Board TOJiTE.: April 4,199S SUbJECT: Community Education business Case copy of the business Case drafted In,' the McClellan Community Advisory board members was personally handed to Jodie Carter. Principal McClellan Community JHl^h School, by A(arion Baldwin, Board member. April S. 1995 about 3:50 pjn. - 5^- \u0026gt;i: . -f- ^Tg Z J'ROCK SCHOOL DISTRICT- 5? ...... 305 P02 APR 04 95 12:40 LITTLE John L. McClellan Community High School 9417 Geyer Springs Road  Phone 570-4100  Little Rock, Arkansas 72209 TO: Ann '\u0026amp;toTQn. Office of Desegregation Monitoring fJK.OA(:io^^illicim J^ields. 'President McClellan Community Advisory Board DATZ: April 4-. 1995 SUSJECV: Community Education'Business Case A copy of the Business Case drafted by the McClellan Community Advisory Board members ivas personally handed to Jodie Carter. Trincipal McClellan Community Ml^h School, by Marion Baldwin. Board member. April 5.1995 about 5:50 p.m. 9 c.' F?ECE(V SEP iJ 1 1995 Office of Desegregation Monitoring 1 I5li  1 1 ROCK SCHOOL DISTRICT kaA\u0026gt; John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100  Little Rock, Arkansas 72209 AGENDA McClellan Community School Advisory Council Meeting Monday, September 25,1995 6:00 p.m. McClellan Media Center 1. Call to Order 2. Roll Call 3. Vote on Potential Board Members (Mitchell Moore, Leatrice Russ, Charley, Hilton, Jr., Loletha Wilkins, Herbert Louks, Dudda Sanders) 4 Director's Report inclusive of Financial Report 5. Re-establish Committees 6. Tailgate Party Summary 7. Report on $50,000.00 City Grant 8. Report on Task Force Monies ($5,000.00) 9. Memorial for Mahlon Martin to SVIMC Cancer Center William Fields Kelly Tucker Nancy Reedy Willie Edwards Rosemary Lawson Bobby Thomas Jo Powell RECEP OCT 23 1995 AGENDA Office of Dessgregatioi, I'^Wisoi'ihg McClellan Community School Advisory Council Meeting Monday, October 30,1995 6:00 p.m. McClellan Media Center 1. Call to Order 2. Roll Call 3. Principal's Report - Jodie Carter 4 Report on Meeting with Dr. Henry Williams - Jo Powell, Rosemary Lawson 5. CE Director's Report - Marion Baldwin Computers Update City Grant Healthy Family Center Report 6. 2 Cool 4 School Summer 1995 Budget - Marion Baldwin 7. Wilson Funeral Home Crematorium Update - Bobby Thomas Community Education Audit Tracking System for Tutoring Success 8. Establish Committees 9. New Business Willie Edwards William Fields Charley Hilton, 111 Tony Hunnicutt Rosemary Lawson Herbert Louks Mitchell Moore Jo Powell Nancy Reedy Leatrice Russ Bobby Thomas Kelly TuckerMcClellan Community Education Advisory Council Minutes Monday, September 25,1995 PRESENT: \\\\^liam Fields Nancy Reedy Bobby Thomas Willie Edwards Jo Powell Kelly Tucker Rosemary Lawson Marian Baldwin, Ex-Officio Member CALL TO ORDER: Meeting called to order at 6:15 p.m. by President Bobby Thomas. Mr. Thomas welcomed the Little Rock School Board members, Pat Gee and new board member. Sue Strickland. Bobby Thomas gave a report on the Tailgate Party on September 25, 1995. The Board decided in lieu of flowers for Mahlon Martin a donation will be made to SVIMC Cancer Center. Donations will be taken by Jg Powell. Marion Baldwin gave a verbal report for Community Education. Mrs. Baldwin requested a raise for Doris Robey, Night Supervisor: informed the Board that Susan Williams had resigned\nreported that the Oma Jacovelli Auditorium dedication service is set for 3 p.m. October 1, 1995, and Phyllis Smith is working on the invitations: requested help from City in securing shrubs/pansies for dedication: reported that CE spent less than $100 for Teacher Tailgate party, and how supportive community was with donations. Mrs. Baldwin is currently working with Mark MilhoUen to secure the $50,000 City Grant. The grant must be acknowledged through the LRSD School Board and a detailed budget be presented to the City before funds will be released. CE Fall classes begin tonight and the Computer for Beginners classes has 20 enrolled. Mrs. Baldwin will visit PTA's etc. to promote classes. Mrs. Baldwin reported that the Healthy Family Center is functioning real well. Tutoring for grades K-12 has already serviced 100 kids. The enrichment program at Baseline Elementary began last Thursday. The Baseline enrichment program runs Monday - Friday. Rosemary Lawson requested that a Healthy Family Center breakdown be provided for the Board. Mrs. Baldwin agreed to have available at the next meeting. The Board discussed the potential of a crematorium being constructed at Wilson Funeral Home. The Board decided that a letter be written bySeptember 27, 1995 to express opposition. Marion Baldwin said CE will write the letter for the Advisory Council opposing the crematorium. The Advisory Board discussed CE's Budget. The concern of the Board was will Community Education be cancelled when the $40,000.00 provided by LRSD is gone. It was decided that the Board will meet with Superintendent Dr. Henry Williams to discuss CE's budget and future. The Advisory Board discussed previous budget expenditures and how monies were spent. Rosemary Lawson said Board members need an accounting of where CE monies and property are for 1994/1995. It was suggested that there be an audit of CE funds for the last couple or years. Rosemary Lawson also asked for a comprehensive breakdown of the 2 Cool 4 School Summer Day Camp expenses paid through CE and HFC. This information is needed before the Board can determine how much money is needed to successfully operate Community Education. The Board discussed the Board vacancies and up coming elections. AAHUie Edwards proposed that the Board fill the current vacancies and suspend the election rmtil next year. Tony Hunnicutt was introduced to the Board as the newly elected Staff Representative Board member replacing Marion Baldwin. The Advisory Board reviewed the current committees and decided to as a committee to re-establish the By-Laws. Listed below are the current committees and their function:  Landscape Committee - graduation  Facilities Committee - to upgrade campus  Scholarship Committee - to determine who get scholarships for classes  Health Committee - used to work at Health Clinic  Public Relations Committee - Guerin added to committee as chair person  Committee to review By-Laws and Constitution Leatrice Russ was elected to replace Marion Baldwin as Secretary. Mrs. Russ requested a tape recorder to tape each meeting. NEXT MEETING: The next Advisory Council meeting will be October 30, 1995. The meeting was adjourned at 7:50 p.m.1^-. RECEIWn' NOV 2 7 J995 AGENDA Office of Desegregation Monitoring McClellan Community School Advisory Council Meeting Monday, November 27,1995 6:(X) p.m. McClellan Media Center 1, Call to Order 2. Roll Call 3. Committees Report (Letter Form) 4 Director's Report Report on Money from City Report on Flint Training Annual $5,(X)0 Grant (January) Extended Evaluation Drug Abuse Prevention Institute 5. Teacher Recognition/Incentive Set Date for By-Laws Committee (Retreat) 7. Principal's Report 8. Adjournment Willie Edwards William Fields Charley Hilton, Jr. Tony Hunnicutt Rosemary Lawson Herbert Louks Mitchell Moore Jo Powell Nancy Reedy Leatrice Russ Bobby Thomas Kelly Tucker IMcClellan Community Education Advisory Council Minutes Monday, October 30,1995 PRESENT: Willie Edwards Rosemary Lawson Jo Powell Marion Baldwin, Ex-Ofiicio Member Jodie Carter, Ex-Officio Member Charley Hilton, Jr. Herbert Louks Leatrice Russ Tony Hunnicutt Mitchell Moore Bobby Thomas ABSENT: A^^liams Fields Nancy Reedy Kelly Tucker CALL TO ORDER: Meeting called to order by President Bobby Thomas at 6:15 p.m. Roll called by Secretary Lea Russ. President Thomas called for the reading of the September 25, 1995 minutes, and requested minutes be approved as read if no corrections. Bobby Thomas asked Jo Powell to give a report on the meeting with Dr. Henry Williams, LRSD Superintendent. Mrs. Powell reported that Dr. Williams expressed concern that the computers were ordered and cancelled by the previous director. President Thomas read a letter from LRSD Comptroller, Mark Milhollen. Mr. Thomas and other Advisory Board members discussed having an audit of Community Education with Superintendent Williams, and Dr. Williams agreed. CE Director Marion Baldwin introduced the Healthy Family Center (HFC) staff: Case Managers Janietta Smith, Earl Graham, Deborah Anderson\nInformation Manager Deirdre Whitfield\nHealthy Family Center Coordinator Boyce Pearson\nCreative Expression Coordinator Cleveland Ellis. Cleveland Ellis invited all present to the HFC Creative Arts Halloween Festival at Baseline Elementary. He noted that his program enlists surrounding elementary schools in participation of the program to be held on Tuesday, October 31, 1995 at 6:30 p.m. The program will be performed by five students from each near by school and 30 from Baseline for a total of 50 children. Janietta Smith, HFC Case Manager, reported that the overview of the purpose of the Healthy Family Center is reaching at-risk youth in the Southwest Little Rock School District. To achieve this purpose, the HFC programs provide case management, creative expression, a tutorial program, and a mentoring program. Ms. Baldwin reported that $1.4 million was disbursed among several components (Step-Up Center, Parent Center). Of the total program HFC has the largest staff. The Center serves Southwest Little Rock residents only. Ms. Baldwin's vision is that McClellan Healthy Family Center will become a program to be used as a model. The HFC tutoring component presently has 50 students enrolled. Tutors are peers supervised by LRSD certified teacher. Marva Pearson. Ms. Baldwin reported on the City Grant. The City Grant budget is complete. The total $50,000 will not be released to Community Education in one sum. The first distribution released will be for a tutoring program offered only to McClellan students. Principal Jodie Carter reported that the 1995/1996 school year started up relative well. Ongoing projects are bringing the school grounds and equipment up to par and working the curriculum more intensely in the classroom. Mr. Carter said grounds are looking good due to a full staff. Mr. Carter expressed the need for more equipment in the classrooms. Dr. Williams asked Mr. Carter to speak with Mark MilhoUen about the computers. Mr. Carter reported that GPA's are looking good. The tutoring program before and after school in each department wiU help students not excelling have an equal opportunity to get a soUd education. The football team is on the upswing and could possibly go to play-offs. There have been a couple of disruptions this school year\nhowever, since those students are out of school, things seem to be running smoothly. Wilson Funeral owner, Mr. Black, decide to withdraw the application for a crematorium in Southwest Little Rock. Tony Hunnicutt reported that the staff is pleased with the present Community Education classes. The Business Education Department has offered to help advertise Community Education's classes. Jo Powell reported that the Counseling department is having a luncheon to welcome new staff members. NEW Advisory Council Committee reports are to be made in letter form. The Advisory Council needs a copy of the by-laws from Ms. Baldwin. The Extended Program Evaluation report is due November 13, 1995. Ms. BUSINESS: Baldwin asked the Advisory Board to meet Thursday November 12, 1995 at 5 PM to review the Evaluation before the final draft is completed. The special called Advisory Board meeting will be held in the Media Center. NEXT MEETING: The next Advisory Council meeting will be November 27, 1995. The meeting was adjourned at 8:20 p.m.NDV c '/ jQQt\nAGENDA Office c/ Oese^reaati'cn Wofiiicf/ng McClellan Community School Advisoiy Council Meetihg Monday, November 27,1995 6:(X) p.m. McClellan Media Center 1. Call to Order 2. RoUCaU 3. Committees Report (Letter Form) 4 Director's Report Report on Money from City Report on Flint 'Training Annual $5,000 Grant (January) Extended Evaluation Drug Abuse Prevention Institute 5. Teacher Recognition/Incentive 6. Set Date for By-Laws Committee (Retreat) 7. Principal's Report 8. Adjournment Willie Edwards William Fields Charley Hilton, Jr. Tony Hunnicutt Rosemary Lawson Herbert Louks Mitchell Moore Jo Powell Nancy Reedy Leatrice Russ Bobby Thomas Kelly TuckerMcClellan Community Education Advisory Coimcil Minutes Monday, October 30,1995 PRESENT: Willie Edwards Rosemary Lawson Jo Powell Marion Baldwin, Ex-Officio Member Jodie Carter, Ex-Officio Member Charley Hilton, Jr. Herbert Louks Leatrice Russ Tony Hunnicutt Mitchell Moore Bobby Thomas ABSENT: Williams Fields Nancy Reedy Kelly Tucker CALL TO ORDER: Meeting called to order by President Bobby Thomas at 6:15 p.m. Roll called by Secretary Lea Russ. President Thomas called for the reading of the September 25, 1995 minutes, and requested minutes be approved as read if no corrections. Bobby Thomas asked Jo Powell to give a report on the meeting with Dr. Henry Williams, LRSD Superintendent. Mrs. Powell reported that Dr. Williams expressed concern that the computers were ordered and cancelled by the previous director. President Thomas read a letter from LRSD Comptroller, Mark Milhollen. Mr. Thomas and other Advisory Board members discussed having an audit of Community Education with Superintendent Williams, and Dr. iAdlliams agreed. CE Director Marion Baldwin introduced the Healthy Family Center (HFC) staff: Case Managers Janietta Smith, Earl Graham, Deborah Anderson: Information Manager Deirdre Whitfield: Healthy Family Center Coordinator Boyce Pearson: Creative Expression Coordinator Cleveland Ellis. Cleveland Ellis invited all present to the HFC Creative Arts Halloween Festival at Baseline Elementary. He noted that his program enlists surrounding elementary schools in participation of the program to be held on Tuesday, October 31, 1995 at 6:30 p.m. The program will be performed by five students from each near by school and 30 from Baseline for a total of 50 children. Janietta Smith, HFC Case Manager, reported that the overview of the purpose of the Healthy Family Center is reaching at-risk youth in the Southwest Little Rock School District. To achieve this purpose, the HFC programs provide case management, creative expression, a tutorial program, and a mentoring program. *' Ms. Baldwin reported that $1.4 million was disbursed among several components (Step-Up Center, Parent Center). Of the total program HFC has the largest staff. The Center serves Southwest Little Rock residents only. Ms. Baldwin's vision is that McClellan Healthy Family Center will become a program to be used as a model. The HFC tutoring component presently has 50 students enrolled. Tutors are peers supervised by LRSD certified teacher. Marva Pearson. Ms. Baldwin reported on the City Grant. The City Grant budget is complete. The total $50,000 will not be released to Community Education in one sum. The first distribution released will be for a tutoring program offered only to McClellan students. Principal Jodie Carter reported that the 1995/1996 school year started up relative well. Ongoing projects are bringing the school grounds and equipment up to par and working the curriculum more intensely in the classroom. Mr. Carter said grounds are looking good due to a full staff. Mr. Carter expressed the need for more equipment in the classrooms. Dr. Williams asked Mr. Carter to speak with Mark Milhollen about the computers. Mr. Carter reported that GPA's are looking good. The tutoring program before and after school in each department will help students not excelling have an equal opportunity to get a solid education. The football team is on the upswing and could possibly go to play-offs. There have been a couple of disruptions this school year\nhowever, since those students are out of school, things seem to be running smoothly. Wilson Funeral owner, Mr. Black, decide to withdraw the application for a crematorium in Southwest Little Rock. Tony Hunnicutt reported that the staff is pleased with the present Community Education classes. The Business Education Department has offered to help advertise Community Education's classes. Jo Powell reported that the Counseling department is having a Itmcheon to welcome new staff members. Advisory Council Committee reports are to be made in letter form. The Advisory Council needs a copy of the by-laws from Ms. Baldwin. NEW The Extended Program Evaluation report is due November 13, 1995. Ms. BUSINESS: Baldwin asked the Advisory Board to meet Thursday November 12. 1995 at 5 PM to review the Evaluation before the final draft is completed. The special called Advisory Board meeting will be held in the Media Center. NEXT MEETING: The next Advisory Council meeting will be November 27, 1995. The meeting was adjourned at 8:20 p.m.AGENDA McClellan Community School Advisory Council Meeting Monday, February 26,1996 6:00 p.m. McClellan Media Center 1. Call to Order 2. Roll Call e- REC h- 1 .-7 0 3. Director's Report Community Education Classes Update Upcoming Events:  Tutorial Program  ACT Lock-In  Senior Citizens Health Fair ADAP Grant Proposal DHS Court Appearance re: Summer Breakfast/Lunch Program cc i Office ci 0 n 1996 3' 5' iiiuO f.icniioi'ing 5. New Developments Sportsman's Club \u0026amp; Restaurant - Kelly Tucker NUSA -Kelly Tucker 6. Old Business Fence Repair - Kelly Tucker Computer Order - Marion Baldwin By-Laws Update - Set Meeting Committees Revival Task Force Morries Update 7. Principal's Report 8. Adjournment Willie Edwards William Fields Natalie Freeman Charley Hilton, Jr. Tony Hunnicutt Rosemary Lawson Herbert Louks Mitchell Moore Jo Powell Nancy Reedy Leatrice Russ Ann Sanders Bobby Thomas Kelly TuckerC/= AGENDA McClellan Community School Advisory Council Meeting Monday, February 26,1996 6:00 p.m. McClellan Media Center 1. Call to Order 2. Roll Call I RECEIVED 3. Director's Report Community Education Classes Update Upcoming Events:  Tutorial Program  ACT Lock-In  Senior Citizens Health Fair ADAP Grant Proposal DHS Court Appearance re: Summer Breakfast/Lunch Program FFa 9 n 1996 Office of Desegregation Monitoring i . ___- 1 5. New Developments Sportsman's Club \u0026amp; Restaurant - Kelly Tucker IMUS A -Kelly Tucker 6. Old Business Fence Repair - Kelly Tucker Computer Order - Marion Baldwin By-Laws Update - Set Meeting Committees Revival Task Force Monies Update 7. Principal's Report 8. Adjournment Willie Edwards William Fields Natalie Freeman Charley Hilton, Jr. Tony Huimicutt Rosemary Lawson Herbert Louks Mitchell Moore Jo Powell Nancy Reedy Leatrice Russ Ann Sanders Bobby Thomas Kelly TuckerAGENDA McClellan Community School Advisory Council Meeting 57^ ,-! ftSf/ ^C'-- - Monday, March 25,1996 6:00 p.m. McClellan Media Center ij. 1. Call to Order 2. Roll Call 3. Director's Report Cancelled Computer Monies Internet Classes Writing Skills Tutorial Software Landscape Project Scholarship Committee Tutorial Program Report 5. Task Force Track Lighting 6. 7. Principal's Report Campus Update February Asemblies Old Business By-Laws 8. Adjournment jfica of Cs\n*1'4 Ju\nWillie Edwards William Fields Natalie Freeman Charley Hilton, Jr. Tony Hunnicutt Rosemary Lawson Herbert Louks Mitchell Moore Jo Powell Nancy Reedy Leatrice Russ Ann Sanders Bobby Thomas Kelly TuckerMcClellan Community Education Advisory Council Minutes Monday, February 26,1995 PRESENT: Willicim Fields Rosemary Lawson Jo Powell Charley Hilton, Jr. Herbert Louks Nancy Reedy Tony Hunnicutt Mitchell Moore Leatrice Russ Marion Baldwin, Ex-Offlcio Member ABSENT: Willie Edwards Bobby Thomas Ann Sanders, Sr. Rep. Natalie Freeman, Jr. Rep. Kelly Tucker CALL TO ORDER: Meeting called to order by Vice President Jo Powell at 6:10 p.m. Roll called by Secretary Lea Russ. November 27, 1995 minutes read and approved as read. COMMITTEE REPORTS: DIRECTOR'S Marion Baldwin reported that 22 classes out of 46 Spring classes are REPORT: currently up and running. Eleven business classes of the 22 classes which made this spring have an enrollment of 10 students or more\n17 classes were cancelled due to inadequate enrollment: one free class was offered on entering college as an adult student and 2 ACT tutoring classes will be offered\nfour classes have not yet started. Community Education Tutorial Program began February 26, 1996 and eight students have signed up. Two students meet in the morning and three in the afternoon. This program is in place to help raise weak areas on the Stanford 8 for 99 tenth grade students who scored at or below the three (3) percentile. Thirteen McClellan teachers certified in English, Science, Social Studies and Math signed up to tutor. The goal for the program is that 40 of the 99 students will serve as a pilot group. This program is limited to nine weeks The ACT Lock-In date has tentatively set for March 29, 1996. Ms. Baldwin is presently negotiating with UALR on the cost. Mrs. Baldwin is working with Southwest Hospital and Baptist Hospital for an all day Senior Citizen Health Fair. The date is set for April 20, 1996 10:00 - 3:00 p.m. All screening will be free except for cholesterol. Barbara Brill, Baptist Medical Center, Karen Terry, McClellan School nurse, and Stacy Robinson, Southwest Hospital, Marion Baldwin, McClellan Community Education, make up the committee for the Senior Citizen Health Fair.Pat Gee stated that the Little Rock School District has not allowed very much money for Community Education. Ms. Gee requested a copy of student surveys to help convince the Board of Directors of the important role Community Education plays in the school. Ms. Baldwin read a letter to Linda Poindexter, president of LRSD board, addressing the role of Community Education to the school, students, and parents. Ms. Baldwin apprised the Advisory Board members of her DHS court appearance about the summer Itmches and breakfasts. Ms. Baldwin's appearance was in support of the school lunch program. The 2 Cool 4 School Summer Day Camp received 100-150 free lunches. Herbert Louks expounded on the alcohol Club and Restaurant that is trying to relocate to Crenshaw. It was suggested that Jodie Carter write a letter resisting this move. NUSA is to meet May 24, 1996 and tour the neighborhood. NUSA planned to have lunch at McClellan: however, it was decided to have lunch at the SWLR Community Center since the Center is under utilized. Ms. Baldwin reported that monies from the canceled purchase order for computers have been frmded back to CE's budget and is being reserved for operational expenses. Board members discussed upgrading current computers to accommodate software for teaching writing skills and basic computer skills. Ms. Baldwin read \"thank you\" cards from Kelly Tucker, Doris Robey, Mahlon Martin's Family, Marion Baldwin, and Lea Russ. Miguel Valez and the volunteer Income Tax service will be located at Southwest Library through April 14, 1996, from 10 a.m. to 3 p.m. Wednesday through Saturday. Mr. Valez has help from Americo, a group of college students from Charlotte. SCHOLARSHIP This Committee needs to meet prior to June 17, 1996, summer classes starting date. COMMITTEE: BY-LAWS Ms. Baldwin requested a date be set to work on the by-laws. COMMITTEE: March 11, 1996 was the date set for this meeting, and Community Education will send out reminders. NEXT MEETING: The next Advisory Council meeting will be March 25, 1996. The meeting was adjourned at 8:10 p.m.C //en'ac.e^ Sif.p AGENDA 3 \"J McClellan Community School Advisory Council Meeting\n'-'I' C\u0026amp;j ! Monday, April 29,1996 6:00 p.m. McClellan Media Center .zciuiiijna 1. Call to Order 2. Roll Call 3. Principal's Report Campus Update 4. Summer Football Camp - Coach Todd Shirley 5. Director's Report ACT Lock-In Senior Citizen Health Fair Parents Night Out Health Family Center Status Internet Classes 6. Task Force Track Lighting 7. Committees' Report Facilities Committee Scholarship Committee Health Committee Public Relations Committee 8. Old Business Appoint Committee to Study By-Laws 9. Adjournment Willie Edwards William Fields Natalie Freeman Charley Hilton, Jr. Tony Hunnicutt Rosemary Lawson Herbert Louks Mitchell Moore Jo Powell Nancy Reedy Leatrice Russ Ann Sanders Bobby Thomas Kelly TuckerCP AGENDA APR 2-2 McClellan Community School Advisory Council Meeting,^^ Monday, April 29,1996 6:00 p.m. McClellan Media Center MomtonnQ 1. Call to Order 2. Roll Call 3. Principal's Report Campus Update 4. Summer Football Camp - Coach Todd Shirley 5, Director's Report ACT Lock-In Senior Citizen Health Fair Parents Night Out Health Family Center Status Internet Classes 6. Task Force Track Lighting 7. Committees' Report Facilities Committee Scholarship Committee Health Committee Public Relations Committee 8. Old Business Appoint Committee to Study By-Laws 9. Adjournment Willie Edwards William Fields Natalie Freeman Charley Hilton, Jr. Tony Hunnicutt Rosemary Lawson Herbert Louks Mitchell Moore Jo Powell Nancy Reedy Leatrice Russ Ann Sanders Bobby Thomas Kelly Tucker^sr .\u0026lt;T*' 4 '^TTTT!\n*,  4 - .J ? \u0026lt; r *\n' v, I -. Wigt (F. , if I' N I  cM^'  - If  h p  ij /* 1 1 .1 . 1   k k 2 7 .*, 1 1 V  *. / \u0026gt; 'rt: \u0026gt; Kfc: 1 , rt' Vi *i Cl  -J 4 F*1 ' J i4 \u0026lt; 4 X .\" \u0026gt; JREC^ AUG \u0026gt;2^1996 OKice of Desegregation Monitoring, AGENDA McClellan Community School Advisory Council Meeting Monday, August 26, 1996 6:00 p.m. McClellan Media Center 1. Call to Order 2. Roll Call 3. Up-date By-Laws 4. Filling Vacant Advisory Board Position 5. Task Force Money 6. Adjournment Willie Edwards IVilliam Fields Tony Hunnicutt Charley Hilton, Jr. Rosemary Lawson Herbert Louks Mitchell Moore Jo Powell Nancy Reedy Leatrice Russ Bobby Thomas Kelly Tucker  **Bold names are vacated position.tkftACt- Ar iSv**^*- f\"-5P -S\u0026gt; C/S Id i ROCK SCHOOL DISTRICT Sep 2 0 1996 LITTLE Office cf Dosegre^aiio\n, John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100  Little Rock, Arkansas 72209 September 16, 1996 TO: McClellan Community Education Advisory Council Members FROM: Marion Baldwin, Interim Director McClellan Community Education SUBJECT: Council Membership and Board Elections Thank you for your commitment to McClellan Community Education. Our by-laws stipulate that all council members are to declare in writing their intent to actively participate in Council activities. Enclosed please find a II Declaration of Intent 11 and return so that this commitment can be met. for you to complete The Council meets on the last Monday of each month in the Library at McClellan Community High School, 9417 Geyer Springs Road. The meetings begin at 6:00p.m. and conclude by 8:00p.m. at the latest. Our next meeting will be Monday, September 30, 1996. At our last meeting the by-laws were revised. by-laws is provided. If you have any questions Your copy of these or comments regarding these by-laws, please contact the Community Education Office at 570-4149. the September 30, 1996 meeting. The Board will vote to adopt these by-laws at Also enclosed in this correspondence you will find a nomination sheet. We currently have six vacancies on our board. In addition. there are four board seats for which terms expire in October. incumbents of these seats are incumbents are: seeking re-election. The These Mr. Willie Edwards, Mr. Herbert Louks, Rev. Mitchell Moore, and Ms. Lea Russ. Please return your \"Declaration of Intent\" and nomination form in the enclosed stamped envelope by Thursday, September 26, 1996. You will receive a ballot to vote on the vacant board seats no later than October 5, 1996. Thank you again Community Education. for your interest and support of McClellan Your input is valued and appreciated. McClellan Community Education Declaration of Intent As a member of the McClellan Commimity Education Advisory Council, I will participate by attending the meetings and responding to mailings. Signed Address Qty Date Zip Home phone number Work phone numberMcclellan Community Education Advisory Board Nomination Sheet 1996 Elections #1 #2 #3 #4 #5 #6 #7 #8 #9 #10 Name (Please Print) Home Number Work NumberAGENDA McClellan Community School Advisory Council Meeting Monday, September 30,1996 6:00 p.m. McClellan Media Center 1. Call to Order 2. Roll Call 3. Director's Report 1995-96 Budget Overview 1996-97 Proposed Budget 1995-96 2 Cool 4 School Overview 1996-97 2 Cool 4 School Funding Needs 4. Community Education Projects Painting McClellan Stadium Buildings - Kelly Tucker Sidewalk Repair - Herbert Louks Adoption of Stadium as City Park - Tony Hunnicutt Lighting Around Campus - Willie Edwards Internet - Marion Baldwin 5. By-Law Adoption 6. Community Education Board Elections 7. Adjournment Willie Edwards Charley Hilton, Jr. Tony Hunnicutt Herbert Louks Mitchell Moore Leatrice Russ Kelly TuckerSection 1. McClellan Community School Advisory Council By-Laws Revised August, 1996 ARTICLE I. Name The name of this organization shall be McClellan Community High School Advisory Council and/or Board. ARTICLE II. Purpose The purpose of the McClellan Community School Advisory Council is: Section 1. to strengthen the unification between the school and community. Section 2. to exercise the community's proprietorship in the school. Section 3. to provide leadership and support in the planning, implementation, and administration of the community education programs. ARTICLE III. Organization A. Council and Board Section 1. The McClellan Community School Advisory Council and/or Board shall be comprised of non-voting general membership referred to herein as the \"Council\" and the voting membership responsible for decision-making referred to herein as the \"Board\". B. Council Section 1. Membership in the \"Council\" shall be open to all citizens of the McClellan Community High School attendance zone who wish to declare, in writing, their intent to actively participate in Council activities. Council meetings shall be open to the general public. C. Board Section 1. The Board shall be comprised of fifteen (15) members elected from the Council. Section 2. The Board shall be comprised of an executive committee, consisting of elected officers identified herein, various subcommittees as deemed appropriate by the executive committee and five (5) non voting ex-officio members to be selected. One ex-officio member shall represent the administration of McClellan Community High School andSection 3. Section4. Section 1. Section 2. Section 3. Section 4. Section 5. Section 6. one ex-officio member shall be the Director of Community Education representing the administration of Community Education. The Board will strive to have a racial and social-economic make-up which reflects the make-up of the population it represents. It seeks a balance of race and gender. Board representation shall reflect representation from the following groups  at least on (1) member from each -business/community leaders. -McClellan faculty. -senior citizens.  two (2) from -parents of McClellan students -McClellan students, one junior and one senior.  at least two (2) and no more than eight (8) at-large members. ARTICLE IV. Election of Board. The Council will be asked to submit nominations for vacant Board seats, excluding student and faculty representatives, at least three (3) weeks before a final slate is submitted. Nominations will not be accepted beyond the deadline for submission. Each nominee will be contacted to be informed of Board responsibilities and to discuss his/her willingness and eligibility to serve, as provided in Article III. From the Council's nominations, the Board will then select and submit a final slate of qualified nominees as provided for the Article III. The slate must include at least 2 nominees for each vacant seat, excluding student and faculty representatives. In the event that qualified nominees can not be found among the Council's nominations, the Board will assume that responsibility for nominating at least two qualified candidates. The Council must receive the slate and their ballots at least one (1) week prior to the election to be held in the third week of October of each year. However, the student and faculty representatives will be elected through the Student Council elections and faculty vote, respectively. 2Section 7. No ballots will be accepted beyond the deadline for submission. Mail-in ballots must be postmarked no later than the deadline. Section 8. Write-in nominations are allowed in the \"at-large\" category. Section 9. Candidates receiving the largest number of votes within each \"category\" will be elected. Section 10. The Board will assume the responsibility for resolving ties through majority vote by secret ballot. Section 11. The term of each Board position is three (3) years with the exception of student and faculty representatives who will serve twelve-month periods, June through May. There shall be no prohibition against officers serving consecutive terms. Section 12. The Executive Committee will fill the vacancy of any seat through appointment for the remainder of that seat's term. Section 13. Any board member who is absent from three (3) consecutive, regularly scheduled board meetings will be automatically dismissed from their board seat. Vacant seats will be filled according to Article IV, Section 12. ARTICLE V. Executive Committee and Officers Section 1. The Board will elect their officers by nomination and majority vote each year at their first meeting following Board election. Section 2. Officers of the Board shall include president, vice-president, secretary, and treasurer. Any additional office/officer must be approved by an annual majority vote of the Board and will have a term of one year. Section 3. Elected officers will comprise the executive committee. Section 4. The term of each officer will be limited to one year, but an individual may be elected to consecutive terms. Section 5. The president will preside at all meetings of the Board and Council and serve as the official spokesperson. The president will also appoint all committee chairs with the approval of the executive committee. Section 6. The vice-president will assist the president in his/her duties and will serve in the president's stead as spokesperson and will preside at meetings in his/her absence. 3Section 7. The secretary will maintain attendance records of Board and Council meetings and provide for recording minutes of each meeting and distributing them to the Council. The secretary will also maintain records of meetings and activities of the two previous years. Section 8. The treasurer will provide for the maintenance of records and reporting of expenditures and incomes of community education accounts. Section 9. The executive committee will meet at least two (2) weeks prior to each regularly scheduled meeting of the Board to determine the agenda for the Board meeting. It is the responsibility of each committee chairperson to notify the executive committee of possible Board agenda items. The Board shall also consider those agenda items suggested by the LRSD administration. Section 10. Standing committees will be established/dissolved upon majority vote of the Advisory Board. Section 11. The Advisory Board will establish guidelines for committee operations. Each committee will report to the Advisory Council at regularly scheduled meetings. Section 12. Succession of Officers. Should the president be unable or unwilling to serve in his/her official capacity the following order of succession shall empower the appropriate officer to preside in the president's stead\nvice-president, secretary, treasurer. Section 13. Should any officer resign or be unable to serve in his or her official capacity, the Board may elect a replacement at the next regularly scheduled or special meeting. However, at no time shall the board hold such election without prior notice to Borad members. ARTICLE VI. Meetings Section 1. The Advisory Council and Board will meet at least four (4) times each school year (September-August) as scheduled by the Executive Committee in May of the preceding year. The Council will receive reminders of the meetings at least two (2) weeks before the meeting date. Section 2. Special meetings of the Council or Board may be called by a majority vote of the executive committee. Section 3. All issues of the Board must be decided by majority vote of active board members. 4ARTICLE VII. Amendments Section 1, These By-Laws may be adopted or amended by a two-thirds (2/3) vote of the Council present at any meeting, provided that the proposed additions or changes in the By- Laws and the Board meeting date have been submitted in writing to all members of the Council thirty (30) days in advance of the meeting. ARTICLE VIII. Conducting Business Section 1. Business can only be conducted when a majority (50% plus one) of the active board members are present to vote. 5RECEfVPn ocr 2 2 1996 AGENDA Office of Desegregation Monitoring McClellan Community School Advisory Council Meeting Monday, October 28, 1996 6:00 p.m. McClellan Media Center 1. Call to Order 2. Roll Call 3. Reading of September Minutes 4. Actual Budgeted Amount for 1996/1997 5. Director'sReport (5 minutes each) Project Updates\nPainting McClellan Stadium Buildings Sidewalk Repair Lighting Stadium Paving Stadium Entrance 6. Regeneration of Community Interest 7. Community Education Board Elections 8. Adjournment Willie Edwards Charley Hilton, Jr. Tony Hunnicutt Herbert Louks Mitchell Moore Leatrice Russ Kelly TuckerMcClellan Community Education Advisory Council Minutes Monday, September 30,1996 PRESENT: Charley Hilton, Jr. Tony Hunnicutt Herbert Louks Mitchell Moore Marion Baldwin, Ex-Offlcio Member Leatrice Russ Kelly Tucker ABSENT: Willie Edwards CALL TO ORDER: Meeting called to order by Secretary Leatrice Russ at 6:12 p.m. Roll call was by Leatrice Russ. Director's Report: 1995-96 Expenditure Report. Marion Baldvdn pointed out that $102,000 was the total amount of money Community Education spent. Includes 2 Cool 4 School payroll for the Summer 1995. A payroll account has been established so that the 2 Cool 4 School payroll will not be expensed to Community Education's budget inflating the payroll. Community Education received $40,000.00 allocated from the Little Rock School District. Ms. Baldwin reminded the Board that $41,576.92 was recovered from the 1994/1995 fiscal year making a total of $81,576.92 District monies. As of dime 30, 1996, Community Education's fund balance is a negative $17,214.47. Ms. Baldwin recommends requesting the negative fund balance be deducted from the 1996/1997 budget. 1996-97 Proposed Budget. Mrs. Baldwin presented a resource analysis from the approved Business Case detailing Community Education's budget. The LRSD Board of Directors approved this amount for Community Education. 1995-96 2 Cool 4 School Overview, The total expenses for the Summer 1996 is a total of $73,725. There was $1,100 left over. The bus expenditure for 1996 field trips has yet to be deducted. Community Education Projects Painting McClellan Stadium Buildings - Kelly Tucker The total square feet to be painted is approximately 7,500 including the press box, concession stand, two ticket booths, and the storage building. Mr. Tucker said he will take the square footage and order the needed paint. Sidewalk Repair - Herbert Louks Total cost to repair the concrete blocks in the front sidewald will be approximately $2,500.00. If only the area south of the flower containers are repaired, the cost will be one third the estimated amount. Mr. Louks said that he will contact Doug Eaton to have him come and look at the blocks to be removed. The Board discussed improving the grounds beneath the bleachers with concrete or asphalt with Task Force monies. Kelly Tucker will contact Jim Lawson, City of Little Rock, to get cost estimates. Herbert Louks will arrange to have Mr. Eaton come to the campus to discuss removing/replacing the broken blocks. Adoption of Stadium as City Park - Tony Hunnicutt Tony Hunnicutt was absent and Ms. Baldwin reported for him. Ms. Baldwin reported that Mr. Hunnicutt made several calls to different city offices and his calls were not returned. Mr. Hunnicutt's opinion was that the City was not interested in adopting the stadium as a city park. Lighting Around Campus - Willie Edwards Willie Edwards was absent. Ms. Baldwin reported that she and Mr. Edwards walked arotmd the campus for a cost estimate to light the tract. Mrs. Baldwin said she has a contact that will give an estimate for the lighting. Internet - Marion Baldwin The Internet is coming to be installed in the entire school district. If Community Education installs the Internet before it comes to the district. Community Education will not receive the school discount. By-Law Adoption A motion was made by Mitchell Moore that the August 1996 revised By- Laws be adopted and carried by a unanimous vote. Lea\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_602","title":"Little Rock Schools: Stephens Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Stephens Elementary School (Little Rock, Ark.)","Educational planning","School management and organization","School buildings"],"dcterms_title":["Little Rock Schools: Stephens Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/602"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nPCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT March 9, 1993 1500 Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216 (501) 490-2000 Dr. Mac Bernd Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 07? TO JTia a =  '( -OT a*. D MAR 1 0 1953 !3 c: Dcssgragalion ^j*i. 'i fZivijnO^'no Dear Dr. Bernd: As you know, the Site Selection Committee formed to evaluate sites for construction of the new Stephens Elementary Interdistrict School has voted to recommend the old Stephen's site. When this was discussed as one of the options, PCSSD went on record at that hearing as having serious reservations concerning that site, particularly regarding student access and PCSSD's ability to recruit the necessary number of white students for a new school at that location. Unfortunately, nothing has occurred since that hearing which modifies our concerns. We trust our concerns will be expressed to your Board when they review the Site Selection Committee's recommendation. I recommend you seek Federal Court approval for Stephens and King elementary schools to be listed as interdistrict magnets. In my opinion, this would be excellent for recruitment purposes. Thank you very much. Sincerely Billy J. Bowles Assistant Superintendent for Desegregation ch c Mr. Bobby Lester Mr. Sam Jones Mrs. Ann Brown Ms. Marie ParkerGreater Little Rock Community Development Corporation P. O. Box 192864 Little Rock, Arkansas 72219 Voice Mail (501) 6640334  EXHIBIT I 9 March 09, 1993 Dr. Mac Bernd, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 Dr. Bernd, Let the record show that The Greater Little Rock Community Development Corporation requests that Stephens Elementary School be redesigned and rebuilt on the same ground that it now occupies. Enclosed is a copy of the revitalization plan for the Stephens School area that was adopted by The Greater Little Rock Community Development Corporation (GLRCDC) last year. (See pages 7, 8, 17 and 18). Maybe it was presumptuous, but we considered it a given that Stephens School would remain as an integral part of this community. The GLRCDC is presently compiling and quantifying remodeling and new construction costs for homes in the neighborhood just north of the school. The presence of Stephens School will be one of our main marketing tools used to encourage families to repopulate this community. Thank you and the Site Selection Committee for allowing us to participate in the selection process and for the sensitivity with which you conducted yourselves at the public meetings. We also appreciate your positive consideration of our request. We are convinced that in years to come history will record that the Little Rock School District did the right thing by rebuilding Stephens School at its present site. Sincerely, Foster Strong, President The GLRCDC cc: Site Selection CommitteeI  i I  THE GREATER LITTLE ROCK COMMUNITY DEVELOPMENT CORPORATION, INC. I I COOPERATIVE COMMUNITY REVITALIZATION PLAN CHARLES A. JOHNSON, JR. November, 1992 Copyright PendingTHE GREATER LITTLE ROCK COMMUINITY DEVELOPMENT CORPORATION, INC. IGLRCDC) COOPERATIVE COMMUNITY DEVELOPMENT PLAN I I I I TABLE OF CONTENTS PAGE f I ( I Introduction........................................................... Building Community Capacity.......................- The GLRCDC..................................................... Management Structure...................................... Staffing ................................................................... Financial Resources............................................ Geographical Area Served................................ Housing ................................................................... Initial Target Area............................................... Community Obstacles to Overcome............. Actions to Overcome Obstacles ................... Coalition Building ............................................... Network Members ........................................... Network Objectives ........................................ Actions to Accomplish Network Objectives Summary.............................................................. I APPENDIX Census Tract Map................................ Midtown Service Area Map .............. Service Area Housing Analysis Map The GLRCDC Board Profile................ 1 2 4 5 6 6 7 7 8 9 10 10 11 11 13 18 A B C DI I INTRODUCTION The primary purpose of this community development plan is to provide a comprehensive procedure for the development of a network of public and private organizations to address the social, economic and housing needs in census tract 13 of Little Rock, Arkansas (see Census Tract Map, p. A, Appendix). The plan outlines a general framework for building a coalition of organizations with specific services, experiences and skills that are needed for the revitalization of the target area. I i. The plan outlines the objectives of the revitalization effort and assigns areas of responsibility for each community network member. A description of the activities and services provided by the network is also provided. I  I! BUILDING COMMUNITY DEVELOPMENT CAPACITY I ) 1 I Few individual organizations have sufficient capabilities to undertake the revitalization of Inner city communities. A cooperative effort among community organizations with social, housing and economic development resources is needed to reverse the deterioration of our Inner city communities. The composition of the cooperative network Is determined by the nature of the task, the skills required, and the willingness of organizations to collaborate to achieve together what each cannot do alone. The underlying philosophy of this network is that of connecting specific organizations with social, housing and economic resources to assist the community In revitalizing Inner city neighborhoods. ! i The first step in establishing a Community Cooperative Network is the identification and recruitment of a knowledgeable and respected irxMviduei.or organization to Inform and organize organizations and irxiividuals about the networking concept. The network coordinator must build trust and Interest among prospective network members. The coordinator acts as an advocate and a broker. The coordinator advocates cooperative efforts and brokers the services of network members to the community. I A general frannework for developing community cooperative networking requires the following tasks: * Get the prospective network members to talk 1 I Establish regular communication among the organizations and those with whom they need to cooperate such as community residents and other service providers. This is done by providing timely information in a way that promotes dialogue and collaboration among organizations. Dialogue also helps each prospective network member to gain mutual respect and overcome the inherent protection of perceived territorial rights. \"Organizations arrive at a point of cooperation after a process of relationship-building and in anticipation of mutual gains\" (Schermerhorn 1979, p. 25). 2I I 1 * identify common and individual goals of prospective network members I I Unless most of the prospective network members perceive benefits to be gained from the network arrangement, they may not participate. Identifying common and individual goals will enable the network coordinator to express the benefits both common and individual to the prospective members. * Identify resources that each prospective network member is willing and able to allocate to the network. I Project planning and implementation strategies can to be developed with the knowledge of the availability of resources. The network coordinator can plan a variety of specialized services that no or\u0026gt;e organization could possibly afford except through network'participation. I I For community groups. Community Cooperative Networks offer an opportunity to become equal partners in revitalizing Greater Little Rocks Inner city communities. I To effectively address the social and housing needs of the target area, the residents must become involved in planning, management and operation of the development activities that Impact their lives. I I Community Development Corporations (CDCs) are being developed in American cities and rural areas to empower low income people to address the development needs of their neighborhoods. I i The formation of a CDC is a significant component to empower the residents of the service area toward development of a community cooperative network. The following CDC objectives and resources will be employed to organize the residents and organizations needed to revitalize the target area. 3i ) THE GREATER LITTLE ROCK COMMUNITY DEVELOPMENT CORPORATION, INC. (GLRCDC) I i I i The Greater Little Rock Community Development Corporation was Incorporated under the laws of the State of Arkansas as a non-profit organization in November, 1991. In May 1992, the GLRCDC obtained tax exempt status as a 501 (c) (3) non-profit organization from the U.S. Internal Revenue Service. The primary goal of the GLRCDC Is to reverse the trend of deteriorating residential and non-residential facilities within the greater Little Rock area. To fulfill its primary goals, the GLRCDC will seek to accomplish the following\nTo purchase deteriorating residential/nonresidential structures and/or vacant lots for development. To sell renovated structures to low-income individuals and small disadvantaged entrepreneurs. i To develop and rehabilitate residential and non-residential facilities in the area. I To recruit small disadvantaged businesses to the commercial service areas. I I To contract with and/or sponsor the services of architects, attorneys, accountants, engineers and other professionals In the development of the service area. f- To contract and/or sponsor managerial and technical assistance to small disadvantaged businesses in the service area. I To inform, train and facilitate housing education workshops and other training activities in the service area. To plan, promote and facilitate crime prevention programs for area residents. 41 BUILDING COMMUNITY DEVELOPMENT CAPACITY I I I 1 1 Few individual organizations have sufficient capabilities to undertake the revitalization of inner city communities. A cooperative effort among community organizations with social, housing and economic development resources is needed to reverse the deterioration of our Inner city communities. The composition of the cooperative network Is determined by the nature of the task, the skills required, and the willingness of organizations to collaborate to achieve together what each cannot do alone. The underlying philosophy of this network is that of connecting specific organizations with social, housing and economic resources to assist the community in revitalizing inner city neighborhoods. ! i The first step in establishing a Community Cooperative Network is the identification and recruitment of a knowledgeable and respected individual or organization to inform and organize organizations and individuals about the networking concept, .The network coordinator must build trust and interest among prospective network members. The coordinator acts as an advocate and a broker. The coordinator advocates cooperative efforts and brokers the services of network members to the community. I A general framework for developing community cooperative networking requires the following tasks: I * Get the prospective network members to talk I Establish regular communication among the organizations and those with whom they need to cooperate such as community residents and other service providers. This is done by providing timely information in a way that promotes dialogue and collaboration among organizations. Dialogue also helps each prospective network member to gain mutual respect and overcome the inherent protection of perceived territorial rights. \"Organizations arrive at a point of cooperation after a process of relationship-building and in anticipation of mutual gains\" (Schermerhorn 1979, p. 25). 21 To plan, promote and conduct youth activities for area youths. I 1 To plan, promote and conduct senior citizen activities for area senior citizens. i I Management Structure To implement the goals of the GLRCDC, a board of directors which reflects the composition of residents within the service area is In place. The board members also bring a wealth of diverse experiences and skills needed to reach the goals of the organization. The GLRCDC is governed by a board of directors, comprised of nine (9) area residents. Each director serves a term of three \u0026lt;3) years. The manner of selection and qualifications of directors is defined and  controlled by the Bylaws of the Corporation.-The directors are nine longtime residents of greater Little Rock who provide knowledge and experience In the areas of consumer credit counseling, real estate, social services and community activities (see Board Profiles, p. D.) They are: Foster Strong, President 3514 West 14th Street Little Rock, AR 72204 Pam Abrams, Secretary 5109 W. 11th Little Rock, AR 72204 Felix Thompson, Vice President 5902 Timberview Road Little Rock, AR 72204 Charles A. Johnson, Jr., Treasurer 3907 American Manor Drive Little Rock, AR 72209 I I Elissa Gross P. 0. Box 500 North Little Rock, AR 72115 Merle Smith 2810 Arch Little Rock, AR 72206 Frank Baugh 4110 W. 21st Little Rock, AR 72204 Robert Aycock 2405 West 13th, Apt. B Little Rock, AR 72202 James Lawson 41 5 Willow North Little Rock, AR 72114 5I Under the leadership of this board, the GLRCDC will implement the goals listed in its Articles of Incorporation. I Staffing The GLRCDC is presently without a paid staff. During 1992, the work activities of the GLRCDC has been conducted by the President, Treasurer, other board members and consultants (architects, engineers, market and financial specialists). During 1993, the GLRCDC expects to receive grant funding that will enable it to employ an Executive Director, Community Developer, and an Administrative Assistant. Technical services will be cgntracted to architects, engineers and other specialists when needed. Financial Resources I (Ouring the second quarter of 1992, the GLRCDC received a Community Incentive Grant from the Winthrop Rockefeller Foundation in the amount of $7,500. The grant provides board training and organizational development funds for the GLRCDC. A grant application to the Winthrop Rockefeller Foundation to provide not less than $50,000 for economic development will be prepared during the fourth quarter of 1992. The grant award will enable the CDC to support staff and professional costs in 1993. I In August 1992, the organization received a City of Little Rock HOME Program Grant Application and is in the process of completing the grant application. The GLRCDC expects to be designated a CHDO (Community Housing Development Organization) by the city and state governments and qualify to access the 1 5% set-a-side of city and state HOME Program funds. The GLRCDC will seek to obtain not less than $75,000 from Little Rock's allocation of the HOME Program Grant Funds during the fourth quarter of 1992. The city grant funds will provide the initial target area with housing development funds. In the first or second quarter of 1993, a State HOME Program Application will be submitted to the Arkansas Finance and Development Authority (AFDA) to obtain up to $500,000 of HOME Grant Funds. The 6state HOME Grant Funds are projected to provide new construction and rehabilitation financing of housing in civil jurisdictions and unincorporated areas outside the city limits of Little Rock and North Little Rock in Pulaski County. GEOGRAPHICAL AREA OF SERVICE  .fl . The Midtown neighborhood is located in north central Little Rock and is bounded by 1-630 to the north, Elm Street to the west, Roosevelt Road to the south and Missouri Pacific Railroad tracks to the east. Like other older residential neighborhoods, the Midtown area is experiencing a general decline and a deterioration of existing infrastructure and private property. This trend toward a general decline is moving westward from the core city and is the most significant overall issue in the entire area. It is influencing both the physical appearance of the neighborhood and the housing stock. The problem of marginal residential has a strong Impact on the entire area, encouraging encroachment from nonresidential uses (see Service Area Map, p. B, Appendix). The primary goal of the neighborhood and its residents should be to preserve and strengthen the residential character of the Midtown neighborhood. A stronger effort must be made by both the city and the residents to help make this goal a reality and reverse the existing decline. I The quality of life, including social aspects. Is also negatively impacted by the physical deterioration of the neighborhood. The basic neighborhood structure could be greatly improved by the addition of amenities such as sidewalks, community spaces and recreational facilities. Preserving the existing housing stock and constructing new quality housing is critical to the existence of the Midtown area. Three sub-areas within the Midtown region are experiencing unique housing problems will require location specific strategies to achieve the network's housing goals. I Housing One of the more serious problems affecting the Midtown area is the rapid deterioration of the existing housing stock. The substandard conditions are having an effect on the physical appearance of the area, and in some instances, the livability of certain neighborhoods within the 7Midtown area. This problem is rapidly increasing and must be abated. Reversing the trend of deteriorating housing is critical to the future of the neighborhood. Programs, such as Code Enforcement and Housing Rehabilitation, are needed to begin the process of improving the neighborhood's housing. I f Strong housing strategies and programs are needed to ensure a high percentage of home ownership. Home ownership is vital to maintaining stable residential neighborhoods, as a shift to a great number of rental units will continue to add to the deterioration of the housing. Owner occupied units will help strengthen the single family residences as the neighborhood's primary land use. I 1 I ) There are three pockets of substandard housing\ntwo are small subareas but one is of significant size (see Area Analysis Map, p. C, Appendix). These areas should be identified as priorities for any home improvement programs that are initiated in the neighborhood. Some type  of visible upgrading in these areas should have a positive effect on surrounding areas and, in turn, the entire neighborhood. The residents of the Midtown area must be made aware that it is possible to upgrade a neighborhood through improved housing conditions. The core of the area offers a good starting point. INITIAL TARGET AREA ! i\nI I I The GLRCDC plans to initiate revitalization activities in a four square block area beginning on the north boundary of Stephens Elementary School. This enclave is experiencing security problems and physical deterioration. Some of the problems are: gang violence, a disfunctional street system, substandard housing, poor drainage, and vacant lots. Immediate attention given to this area should be an incentive to residents of surrounding neighborhoods to believe that Midtown is of value and should be saved. 8I I I I i COMMUNITY OBSTACLES TO OVERCOME Recognizing the need for \"bottom up planning\" (community involvement) and implementation of community development activities, the Greater Little Rock Community Development Corporation conducted a community needs assessments workshop in August, 1992. The results were used to formulate a development plan for the initial target area. The needs assessment categorized the problems of the area as follows: Critical Problems: Important Problems: Significant Problems: Crime, (especially illegal drugs). Senior Citizens fear of criminals, lack of effective Police Protection, Community Apathy\nCode Enforcement for Housing and Vacant Lots, Absentee Landlords, Infrastructure Improvements (Streets,curbs,sidewalks, drainage systems): Lack of safe and convenient recreational facilities, possible lack of adequate fire protection\nOrganization Obstacles The Greater Little Rock Community Development Corporation is without a proven track record, therefore it must obtain resourceful and dynamic leadership that can embark on a mission of addressing basic community needs in the service area. The GLRCDC must prove that things can be done and build pride and commitment among area residents. The initial objective of the Greater Little Rock CDC is to successfully undertake the physical revitalization of the Stephen's School neighborhood and reclaim the streets from crime and economic rot. The GLRCDC has identified the following barriers to organization goal attainment:  Limited Financial Resources Lack of Professional Staff 9I  Limited Board Training Lack of Housing Development Experience I ACTIONS TO OVERCOME OBSTACLES 1 I Organization Actions I A successful Community Development Corporation must build a cooperative partnership among the for-profit sector (financial institutions are of special importance), the public sector (local as well as state government), and the non-profit sector (foundations and other 501 (3)(c) corporations). The GLRCDC will play a catalytic role to build and strengthen its working relationship among these cooperative partners. Network Actions The identification and recruitment of a respected and trusted network coordinator is crucial to the successful formation of the Community Cooperative Network. The individual or organization must be willing and capable of dispelling mistrust, and apathy among the prospective network members and the area residents. i I Although Little Rock does not elect its city board of directors by wards. City Board Member John Lewellen has been very active and concerned about inner city issues. He has the political status to bridge the gaps that separate organizations and individuals in their common quest. The GLRCDC will seek to secure the services of Mr. Lewellen as network coordinator. I I Coalition Building Despite a vast array of government and private programs designed to find solutions and deliver services to low income residents, no single entity has been able to revitalize low income neighborhoods. To overcome the barriers to revitalization of low income neighborhoods, a cooperative effort between the private and public sectors is needed to implement effective projects. 10Community Cooperative Network Members The key participants in the revitalization process are the residents of the targeted areas. A practical approach to empowering low income residents is to give them the opportunity to determine what their communities need, and enable them to share in the task required to successfully implement the project. I I 1 I The development plan for the targeted area requires a cooperative effort among the following entities: Community Residents Area Churches City of Little Rock (Police Deptartment, Fire Department, Housing Authority, Code Enforcement, and Neighborhoods and Planning) Housing and Urban Development (HUD) Worthen National Bank Community Organization for Poverity Elimination (COPE) r Senior Citizens Activities Today (SCAT) - - New Futures for Little Rock Youth Watershed Cornerstone Project Association of Retarded Citizens (ARC) GYST House Urban League of Arkansas Arkansas Power \u0026amp; Light Company Arkla Gas Company Southwestern Bell Telephone Company Community Cooperative Network Objectives The implementation process for the target area has been developed by defining the project's objectives, including those related to the projects financial costs to the GLRCDC. The objectives were identified as follows: Objective 1 Objective 2 Implement crime prevention activities\nProvide safe recreational activities and social services for youth\n11Objective 3 Objective 4 Objective 5 Provide social services and activities for senior citizens\nI Increase code enforcement\nDevelop safe, decent and affordable housing. I Next, the objectives were distributed among the network members and a narrative describing how each would be obtained. In addition to the list of objectives and network members' areas of responsibility, the implementation process has been developed according to the implementation time frames of the objectives and events planned to overcome barriers to development. A Goal Achievement Matrix (GAM) fSyyed T. Mahmood and Amit K. Ghosh, 1979, part IV, p. 3) has been developed to provide the network members with objectives, task responsibilities, and time frames for the start and completion of each objective. I OBJECTIVE FRAME NETWORK PARTICIPANTS TIME #1 Community Residents City Churches Little Rock Police Department GYST House The Other Way 1993-1994 #2 Community Residents New Futures Watershed Cornerstone (Summer) 1993-1994 #3 #4 COPE, SCAT Central Arkansas Agency on Aging Little Rock Neighborhoods \u0026amp; Planning 1993-1994 1993-1994 #5 GLRCDC 1993-1995 12I ( I 1 I Urban League (Home Owner Training) Little Rock Neighborhoods \u0026amp; Planning HUD COPE (Weatherization Program) Local Banks Arkansas Power \u0026amp; Light (Entergy) ARKLA Gas Company Southwestern Bell Telephone Company I Actions To Accomplish Network Objectives ( The cooperative network will conduct a marketing campaign to gain attention and arouse interest in the revitalization of the service area. Brochures and letters explaining social service availability, housing opportunities and information about the purpose and services of the network will be mailed to residents of the service area. The network will attract and motivate area residents to care about and vyork to address the neighborhood's problems and inform them about the market advantages of the Midtown area (proximity to the interstate, shopping malls, - downtown and affordable homes). Objective I: Crime Prevention The Stephens School area has recently experienced gang related activities. The primary gang in the area is the \"Oak Street Posse\". A cooperative effort between the Little Rock Police, the GLRCDC and neighborhood activists will help to rid the area of drug activity. Other non-profit organizations are necessary to address the drug education and rehabilitation needs of area residents. ( Initial program activities for this area will be to request that the city provide street lights on high crime streets, increase police presence and assist neighborhood residents in forming crime watch and reporting groups. To decrease crime and gang activity, the network will implement a crime prevention program. The Little Rock Police Department is the designated network crime coordinator. A youth task force will be formed 13 to develop youth programs for the area. The goal of the task force is to work through the city's young people to check the tide of crime and gang activities and to channel this energy to useful purposes. ! f The networks' Drug Intervention Program will implement drug education training activities targeted to adults and youth in the service area. Educational activities will focus on providing literature and referrals for drug counseling and treatment. The network will maintain a list of rehabilitation or treatment organizations which provide counseling and rehabilitative programs. The list will contain the following information: Name, address, and phone number of the organization. * Types of services provided. Hours of operation, including emergency hours. The contact person's name and phone numbers. Fee structure, including insurance coverage. I ( i' The drug intervention youth activities will include providing drug free social activities, and community work activities. Weekend social functions will be provided that are properly supervised by adults and security personnel for youths up to 18 years of age. Community work activities such as the Self-Help Paint Program, vacant lot cleaning, and yard maintenance activities will provide minimum wage earning opportunities for service area youth. Adult drug education and training activities will focus on training them to recognize symptoms of drug use and provide intervention training to combat the use and sale of drugs in their neighborhoods. In cooperation with the Little Rock Police Department, GYST House, the Arkansas Alcohol and Drug Abuse Prevention Division and other drug and crime prevention programs in the community, training materials, training facilitators and training activities such as a Drug Awareness Week will be implemented. Priority drug intervention activities will be implemented in the Oak Street area and education and training activities will be conducted at Stephens school. 14I Objective il: Safe Youth Recreation and Social Activities I I i  During the summer months, there is little for the youth to do. The lack of excitement, zest, thrills, fun, and challenges have created a dull routine life that has fostered the increased involvement of youth in criminal and other socially undesirable activities. The cooperative network will begin planning youth activities in the first quarter of 1993. New Futures will be asked to serve as youth activities coordinator. The network will implement educational, recreational and work activities for service area youth. L Educational activities will include career exploration and tutorial assistance for summer school youth. Recreational activities will include supervised and organized sports activities such as bowling, skating, swimming, softball and other sports- in which male and female youth can jointly participate. The disadvantaged'youth in the service area will be provided work opportunities through the city's Job Partnership Training Program. Some work activities will take place in the service area with youth supporting the network's vacant lot enforcement activities. ! I i Emphasis will be placed on recruiting parents and other adults in the service area to participate as mentors, supervisors and other program support roles. Objective Hi: Senior Citizen Social Service Activities I The explosive growth in the older population deserves oor special attention. For older residents to maintain independent lifestyles, the network will have to develop a variety of housing alternatives and support systems that address the social needs and health limitations of this group. Many older residents live alone and may suffer from chronic and disabling diseases. The housing and support system needs of these mostly widowed, largely female, often frail elderly are of major concern for the network. Many of their homes are large enough to house a four or five member family, making shared housing a viable alternative that helps residents share expenses while providing them with companionship. Unused space can be converted to accessory apartments which permit the sharing of a house without requiring the merger of two nuclear families. 15For our older residents to retain their independent living status, however, a mix of transportation, social, nutrition, and health services to accompany housing programs is necessary. I I I Central Arkansas Agency on Aging will be asked to serve as senior citizens activity coordinator. The senior citizens network will plan and implement transportation services to aid older residents with access to supportive services and nutrition programs that provide them with at least one hot meal, frozen, or supplemental meal (with a satisfactory storage life) at least five days during the week. The network will provide health education, recreation, and referral services for health and recreational activities. The network will encourage and assist older residents to use the services available to them. ( Objective IV: Code Enforcement Fair Housing.and Code Enforcement I Many of the vacant lots, abandoned and boarded houses are owned by absentee landlords. Priority code enforcement will be directed toward the cleaning of vacant lots and the abandoned and boarded houses in the service area. ( i { I I The GLRCDC is the designated code enforcement network coordinator and will identify vacant lots that need trash removal and grass cutting. A list of these properties will be compiled, their code deficiencies specified and the list will be presented to the Code Enforcement Department of the city. The city will provide the owners with a formal notice of the code violations and a deadline to make the needed corrections. If the corrections are not made within the specified time, the city or Its designated agent will make the corrections and invoice the owner for the services. The network coordinator will also identify abandoned or boarded property in the service area. The network coordinator will request that the city inspect the properties for code violations and provide owners with a formal notification of the code deficiencies. If the owner is low income, elderly, handicapped or disabled, the program counselor will seek assistance from the city to bring the property within code. Other code violators who are unable or unwilling to make needed repairs will be asked to donate the property to the program for removal or repairs. 16I Objective V: Safe, Decent, Affordable Housing ) A Homeowner Training Program is projected to begin during the second quarter of 1993. The Urban League of Arkansas is the designated network homeowner training coordinator for the activity. The training is projected to provide not less than 1 5 participants during the first year. I L The program will provide participants with credit counseling similar to the loan origination by a rnortgage company. The counseling will analyze a participant's sources of income and liabilities to establish whether the client's financial status is adequate to support the desired loan. A credit report on each participant will be obtained at a cost of five dollars per person. If the participant has credit problems, the program workers will assist the participant toward establishing good credit, writing letters of explanations and/or structuring payment plans. If the income of the participant is Inadequate, the program workers will assist the participant in locating a more affordable house. The^program will also provide pre-quallfication services for people who have not selected a house, but want to know how much they can afford and if they will have problems at the bank. The program will assist participants with completing finance application documents, provide each participant with a bank referral letter and educate clients on the merits of using checking accounts. I Housing Development The network will initially concentrate its rehabilitation and housing development efforts in the area bordering Stephens School. The GLRCDC is the designated network housing development coordinator. The area is experiencing a high percentage of deteriorating housing units. The structural conditions are deteriorating faster than other parts of the service area. The network will identify a four square block area adjoining the north boundary of Stephens School within the area, and seek to obtain the cooperation of block home owners. The network will seek to have the city to include the block in its Model Block Program. Press releases will be created to bring attention to the Model Block Program, and upon completion a tour of the area will be conducted. 17I I The GLRCDC will assist neighborhoods in participating in the Community Block Development Grant process. I An architect and urban planner will be employed, in the Spring of 1993, as consultants to develop a Master Plan for the network's physical environment activities. The Master Plan will include recommended capital Improvements for streets, curbs, gutters, and drainage systems in the area. The network and area residents will request that the city appropriate Capital Improvement Funds in the 1994 fiscal year budget. i I i Once substantial rehabilitation takes place, some type of on-going program will be implemented to ensure that the housing stock remains up to standard. Due to the age of the housing found In the neighborhood, continued decline in housing conditions is likely. An on going program of home maintenance will do much to discourage future neighborhood deterioration. A routine maintenance program will be initiated and staffed by the neighborhood's residents through the GLRCDC. SUMMARY ( i I-- In an effort to help rebuild Inner city communities' social and economic fabric and reestablish community pride, the Community Cooperative Network Concept is a tool which can be used to revitalize deteriorating neighborhoods through a variety of existing services. The concept was developed by former President Jimmy Carter in a 1991 campaign called The Atlanta Project, which was designed to combat the social problems associated with urban poverty. To date there are no published statistics that could measure how well the program Is working. At the heart of all community projects are the benefits to neighborhoods. Communities institute programs that improve security and residents feel safer, operate clean-up campaigns to improve their neighborhoods' appearance and establish specific programs to address code violations, zoning violations and negligent absentee landlords. The collective actions of community cooperative networks enhance city governments' response to their problems and provide a source of neighborhood pride and empowerment. The overall effect of community organizations is to create a places where people want to live and do business. 18The city of Little Rock benefits because neighborhoods stabilize and property values increase, thereby improving the city's tax base. Residents don't flee the city and problems of segregation and negative race relations are reduced. The banks are given an opportunity to address their Community Reinvestment Act commitments to finance affordable housing opportunities for the low and moderate Income community. Through bank CDCs, utility companies, insurance companies, and developers, community based organizations will receive financial assistance in building and renovating low to moderate income housing and improving commercial services In older neighborhoods. J. ! L The low-income housing tax credits have become an essential tool available to the private sector for helping low-income housing projects qualify to obtain financing. Finally, the private sector has become increasingly aware that it can, with relatively little risk, obtain considerable public relations benefits while making an acceptable rate of return on its CDC Investments. I 191 I I I APPENDIX I I I I I rI i PAGE A CENSUS TRACTS I I L N I  i. i i I PAGE I! I C JO ) t s I i EI I i I M I I I i I / I rwilh e*e*c*w\u0026gt; iweilth IcMileenth hlleevilh 9KleC\u0026gt;4l* II I 'JM \u0026gt;x*: kL** ww i\u0026lt;ecHh eiglileentf nineleisnih Iwcniielti twenty - Iwst IB 3ass5 ^M'.'.'Zi a iMMMM l ---------- 1. i^D RBiBDi KI ix^-woe BilE IHLK* mmma ua a ]t ormEt __ I LU Dcli ZZJLZ) uu c 11 BBffi BDfflHBirmmiii ^iuu Barurr mmriiillill mCOlIlLDLCLljffl Iwentytecoxl tweedy - thifd '\"lESfaUBlK Ivvenly towlh\n0B[ffl\u0026gt;Tnw nmiTOLOiyw. twenty-hllh 7 twenty.sixth ___ 1wenly-se*cnt tooseveH ^vUfll cfefl $  I!II SINGLE EAMILY [Dq mmg DODCBH I'tou m ffl Id 1 c- MIXED USE jowirmt -2*^1- 0 NOtflll I LOW DENSITY ME MF (MED. TO HIGH) Off! COMMERCIAL MIDTOWN AREA LIGHT IND./WAREHOUSE INDUSTRIAL PUBLIC/INSTITUTIONAL RARKS/OREN SPACE I i PAGE D I I I GREATER LITTLE ROCK COMMUNITY DEVELOPMENT CORPORATION, INC. Board Profile Foster Strong is the organization's Board President. He was a member of the Federal Home Loan Bank Advisory Council and was an ACORN organizer. He is also an active Boy Scout Troop Leader. ) Felix Thompson is Vice President of the GLRCDC. He is employed as a Right of Way Appraiser for the Arkansas Highway and Transportation Department. He also serves on the Housing and Urban Development Appraisal Fee Panel. I . i Pam Abrams is the Secretary of the GLRCDC. -She is employed as a Program Coordinator at the John L. McClellan Veterans Administration Hospital. She is a member of the National Association Of Black Social Workers, NAACP, and Black Community Developers. She is also a volunteer with Big Brothers/BIg Sisters Of Pulaski County. Charles A. Johnson, Jr. is the Treasurer of the GLRCDC. He is employed as a Real Property Manager for a Little Rock area bank. He also serves in various capacities with several community organizations. I' I r Elissa Gross is employed as a manager of a nonprofit credit counseling organization. She has successfully completed a fund raising training program and is a member of the American Society for Training and Development. Merle Smith holds a Bachelors and Masters degree in urban planning. She also holds a law degree and serves as Executive Director of Suspected Child Abuse and Neglect. She also is a member of the National Society of Fund Raising Executives. Frank Baugh retired at the ripe young age of forty-six and is able to work full time toward the goals of the CDC. He is a graduate of the University of Arkansas at Little Rock with a degree in Journalism. He was employed as a manager at a local manufacturing concern. He is also a Boy Scout Troop Leader and a member of ACORN.Rev. Robert Aycock is assistant minister of a Little Rock area church. He is a volunteer substance abuse counselor and works vigorously to establish alcohol and other drug abuse activities. He also works closely with the Boy Scouts. i James E. Lawson is a supervisor of Emergency Room Admissions at the University of Arkansas Medical Center. He is a member of the local Selective Service Board and serves as Deputy Registrar for Voter Registration. I I1 I I I I PCSSD March 9.1993 - EXHIBIT i I---- I PULASKI COUNTY SPECIAL SCHOOL DISTRICT 1500 Dixon Road/P.O. Box 8601 Little Rock. Arkansas 72216 (501) 490-2000 Dr. Mac Bernd Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Bernd: As you know, the Site Selection Committee formed to evaluate sites for construction of the new Stephens Elementary Interdistrict School has voted to recommend the old Stephen's site. When this was discussed as one of the options, PCSSD went on record at that hearing as having serious reservations concerning that site, particularly regarding student access and PCSSD's ability to recruit the necessary number of white students for a new school at that location. ( Unfortunately, nothing has occurred since that hearing which modifies our concerns. We trust our concerns will be expressed to your Board when they review the Site Selection Committee's recommendation. I recommend you seek Federal Court approval for Stephens and King elementary schools to be listed as interdistrict magnets. In my opinion, this would be excellent for recruitment purposes. Thank you very much. Sincerely Billy J. Bowles Assistant Superintendent for Desegregation ch c Mr. Bobby Lester Mr. Sam Jones Mrs. Ann Brown Ms. Marie Parker * city of Little Rot Jim Dalley Mayor city Hall, Room 203 500 W. Markham Lima Rock, AR 72201-1427 (601)371-4516 FAX (501) 371-4488 1 EXHIBIT February 24, 1993 s 11 I I Dr. Mac Bernd Superintendent Li^e Rock School District 810 West Markham Little Rock, AR 72201 Re: Stephens Interdistrict School Site Selection Dear Dr. Bernd: Cu. CONSTRICTION ADMIN. SEC. I have been informed by City staff from the Department of Neighborhoods and Planning, that the current Stephens Elementary School located at 3700 W. 18th St. has been selected as the site for the new Stephens Interdistrict School that will open in 1994-95. We applaud the efforts of the LRSD Board and the diligence of the Site Selection Committee in the selection of this site that will provide an innovative and exciting alternative to not only the Stephens School neignborhood students, but also to othe , . neighborhood students, but also to other students located in Pulaski County who wish to attend. The City of Little Rock has made a long-term commitment to revitalize and stabilize our older and traditional neighborhoods and by the selection of this new school in the Stephens School area, makes our continued commitment even more important. I have taken the liberty to outline some of these programs and housing initiatives that has and will have a tremendous impact on the Stephens School neighborhoods quality of life in the current, as well as, its fiiture realm.  Community Development Block Grant/Public Works Projects and Expenditures In the Stephens School Area The Community Development Block Grant (CDBG) Program defines its Stephens School CDBG area as bordered on the north by 1-630, on the south by Roosevelt Road, on the east by the Union Pacific railroad tracks and the west by Elm Street. In that area the program has completed reconstruction of 16,939 linear feet of streets (more than three miles) and 21,700 linear feet of drainage facilities (more than 4 miles) at a total cost of approximately 53,875,805. In addition, the program will reconstruct Maple Street from 25th to Asher Avenue and 26th Street from Pine to Maple within the next year at an estimated cost of $152,000. In the immediate vicinity of Stephens School itself, the improvements include underground drainage along Oak Street and reconstruction of Oak Street from 16th to 19th. The program also reconstructed Valentine from 14th to 18th and placed underground a drainage system that paralleled Valentine Exhibit \"B IIA map depicting these improvements in the first 16 years of the CDBG program is attached. I Housing Revitalization Efforts The City of Little Rock is actively involved in numerous programs to promote the revitalization of neighborhoods similar to the Stephens School area along with its housing stock. We have actively been involved in fostering neighborhood partnerships and giving long-range planning to these neighborhoods. We have several programs, each designed to meet the special ne^s in the Stephens School community - these programs include: Save-A-Home The City acquires a house and repairs it to code standards using C.D.B.G. funds, then sells it to a low or moderate income family at cost or below cost. The buyer must be able to secure bank financing to purchase one of these homes. Affordable Housing The City is allowed to build new homes on vacant lots in existing neighborhoods. These homes are designed and constructed in a manner to keep the sale price low enough to obtain financing by low and moderate income families. (We are currently building (3) homes in the Central High Area.) Rental Rehab Funds Funds are made available to provide financial assistance for the rehabilitation of rental property to meet local code standards located within the neighborhood revitalization program area. Homebuyers Group The City assists 40-60 citizens by providing counseling on home purchasing and credit managing skills. Each person will participate in a 12 month consumer education program designed to train them on how to effectively use credit to improve their quality of life through the purchase of a home and/or other retail items that require a good credit history. Homebuyer Assistance Program The City provides financial assistance, paying one-half of the minimal downpayment cost, including insurance and taxes\nto assist low and moderate income families in i ' * purchasing a home anywhere within the city limits of Little Rock for a house not to exceed $55,CXX). Community Development Corporations CDC The City along with the banking ^d business community have developed a public/private partnership to provide assistance to developers and communitybased organizations for building/renovating low to moderate income housing and improving commercial services in older neighborhoods similar to the Stephens School area. 2We have garnered the services of the Local Initiative Support Corporation (LISC) which is a nationally recognized nonprofit organization with a proven track record in community development. With the 1.5 million loan pool in place, they will provide support in three principal ways: Building neighborhood CDCs capacity through administrative support grants\nprovide project funding\nand working with others to establish reliable systems for volume production of housing and other CDC development projects.  The Greater Little Rock CDC has selected the Stephens School neighborhood for their initial project focus that will encompass (12) blocks of housing and vacant lots near the current Stephens School location. The major thrust of their program will be to provide affordable housing opportunities through both rehabilitation and new construction. Leverage Loan Program The City has developed a joint loan program with First Commercial Bank to provide help to low and moderate income homeowners to fix up their older Little Rock homes and meet City code standards. Through this joint venture arrang^ent an applicant, if approved, will receive a below-market interest rate loan. This is a city-wide program. Neighborhood Alert Center - 3924 W, 12th and Cedar The Neighborhood Alert System/Center is a neighborhood-based center designed for available resources and various City services to be more accessible to the residents of Ijttle Rock. The system/center serves as a collaborative and coni^trated effort Mtween residents, religious groups, businesses, schools, neighborhood ami civic organizations, youth groups, and City Hall to improve the conditions and quality of life for its citizens. Even though this Alert Center is located on the northern boundary of the Stephens School neighborhood, it serves as the nucleus for existing and proposed programs in this area. This centCT currently has integrated (3) city departments along delivery efforts to create positive image of change in this neisf ... , . J with their servici neighborhood. E^partment of Ndghborhoods and Planning - Offers code enforcement officers, and premise inspectors that are responsible for enforcement of environmental codes, deteriorating homes, ^andoned cars and weed lots. noting Back Initiative - Offers Neighborhood Alert Center Facilitators help coordinate neighborhood-based efforts to alcohol and other drua abu^ to abatement and alternatives. to alcohol and other drug abuse Police Department - Offers community policing to develop a neighbors for overall safety u...: ______ (Currently has 3 font iMtml offioers.) ' ' and crime cectuv-dun. hyri t-rr-.iip,,) atouvenO33 ana jucocn Of the Alert Centers is the neighborhood volunteers. There is a role for all citizens to be a part of the solution in unifying to take back our neighborhoods. 3) Intensified/Systematic Inspection Program ITus is a program that is just getting started. It requires the code enforcement omcer to regularly inspect all properties in this neighborhood for obvious code violations such as improper garbage disposal, abandoned autos, high grass, weeds. Utter, and vacant weed lots. The code officer assigned to this area is responsible for taking the necessary enforcement action to ensure correction of the violations. This program currently includes vacant and abandoned structures. Hopefully in the future we will have the resources to expand the program to include occupied structures. Drug House Elimination Program On F^ru^ 27, 1993 this program will kick-off. It is a comprehensive effort to unite all available resources, including the citizens in this neighborhood, to eliminate drug houses and drug activity in the area. This program includes participation by the Code Enforcement staff, Little Rock Police Department Fighting Back personnel and citizens. Paint Your Heart Out 93 Stephens School neighborhood was selected for this year's program. On forty homes within a 2-3 block radius of Stephens Elementary School will be painted by volunteer citizens from throughout the City. event on April 17, a neighborhood clean-up effort is being plai involves all citi.   ......................... . Preening this . ,,-----------------------being planned. This effort citizens in this neighborhood having City resources available, i.e. dumpsten, knuckle boom trucks, chipper/shredder to assist them in removing discarded furniture and appliances, rubble, trash, etc. from their premises. Again, we applaud your efforts in retaining the school on the current site and we are in fiiU support of the Stephens Interdistrict School Site Selection Committees recommendatinn to the LRSD Board. Respectively Submitted, Sim Dailey Mayor DIRECTOR JD/TP:sc Attachment FAC. COOR. cc: Charles Nickerson, Interim City Manager Billy J. RowlftS. Accict S:iiparinton\u0026lt;lant for I\u0026gt;oaCTcaUvn Doug Ffltnn, Little Hoek School District Lou Caudell Jim Lawson Wendy Salaam Tim Polk MAINTENANCE _ CUSTODIAL CONSTRUCTION^ ADMIN. SEC. 4rr  I f $ s I I s a n  i 1 I . 1-630 ninth tenth JBOB DQ emm ~ nieiciyr tan | eleventh tweiith IBBBBDE E Ihirieenth J lee sent ISurlMnih liiteenin ]m w Sixteenth I seventeenth eohieenTn im  nineteenth ED twentieth fiE]D twenty lint\nIwentyi 1 Iwentythira J Iwenty-tourth\niweniylilih - twanty-mth iweniyeeveniJl 'ooscvelt 1 J jDBBBBcj'mH \"I ! I r\"n'^ I  1*^ .-. .  4 I J Sty\u0026lt;01 ft hoot / Hn A M DEDD gmnnnnr ]nnH mi J I =^iaitiitinnniihnil/ UJ II rosetawn cemettfq I I 400 STREETS NORTH DRAINAGE \"miihi STEPHENS SCHOOL YEAR 1-16 * EXHIBIT s --------- SITE APPRAISAL STEPHENS SCHOOL SITE 1 . SITE LOCATION: (Address) 2. ADJACENT STREETS: (North) (South ) (East) (West) 4. CURRENT USE: (1 ) Vacant, (2 ) Commerc i a1, (3 ) Res i den t i a1, (4) Public Note: If 2, 3 or What is presently on property? 5. MAIN ACCESS TO SITE FROM INTERSTATE OR MAJOR THOROUGHFARE: Thoroughfare: Directions to site: 6. SURROUNDI^NG_PROPERTY (Within 5 blocks each direction) (North )Type: Condi tion: (South )Type: Cond i t i on: (East )Type: Condi tion: 1(West)Type: Condition: GENERAL CRITERIA ELEMENT RATING/P0INT5 1. Will the school have to be multistory? YES (O!NC (1) E. Are utilities readily available? YES (1) NO (0) 3. Are there zoning restrictions? YES (0) NO (1) A. Are there architectural considerations? YES (0) NO (1) 5. Is the site serviced by public transportation? YES \u0026lt;1) NO (0) 6. Is the site readily available? YES (1) NO (0) 7. Will additional property have to be purchased? YES (0) NO (1) 8. Will the site allow for future expansion? YES (1) NO (0) 9. Will extensive relocation be necessary? YES (0) NO (1 ) 10. Is the site attractive? YESJl) NO (0) IQIAL_POiNTS^(10 Points Max) COMMENTS\n2(Note\nCriteria are 1 . 2. 3. it. 5. 6. SITE EVALUATION in priority sequence) SITE CRITERIA SUPPORT PROGRAM (SUFFICIENT SIZE) (Consider if the site is large enough RATING/POINTS POOR \u0026gt;\u0026gt;\u0026gt;\u0026gt;\u0026gt;\u0026gt;\u0026gt;\u0026gt;\u0026gt;\u0026gt;GOOD 1 2 3 5 to support the educational program to include sufficient space for recreational have to be purchased? ) activities and parking or will SITE CONDITIONS 1 (Consider the physical aspects of the site, f1atness, vegetation, soil cond i tions) additional land 2 3 4 5 drainage, CONSTRUCTION REQUIREMENTS (Cons i der if any significant construction 1 2 3 4 5 have to be met in order to build on the site.ie\ndrainage features, access routes ) sound barriers, SITE ACCESSIBILITYXTRAFFICIBILITY requirements will retaining walls. spec i a 1 fences, 1 2 3 it 5 (Can the site be accessed easily and by bus/auto) SITE SAFETY (Consider the area around the school present to children and participants, schoo1 and areas accessibility by vech icles ) . RECRUITMENT safely both walking and 1 2 3 it 5 and the dangers i t may look at routes to the and buildings along these routes, evaluate police, fire department and other emergency 1 2 3 it 5 (Consider the impact of the site on recruitment and attendance, zone (s ) ) 1 e, accessibility from outside attendance 37 . EDUCATIONAL PR05RAN 1 2 3 5 (Consider if the program ) Site will determine the educationa1 B, RELATION TO EDUCATIONAL FACILITIES 1 c\n3 4 5 9. (Consider libraries, proximity to education support facilities community centers and SITE ENVIRONMENT 1 e: organ 1za11ons, par ks) 1 2 3 4 5 (Consider the school and how it will surrounding neighborhood) complement the 10. ZONING 1 2 3 5 (Consider the zoning of the surrounding neighborhood, conducive to learning environment will enhance the school site) its development 11 . COMMUNITY SHARING 1 2 3 5 (Consider if the site lends beyond educational) itself to community activities 12.-ENHANCE COMMUNITY INVOLVEMENT 1 2 5 (Consider if the school will foster community involvement by virtue of its being there) TOTAL POINTS:(60 Points Max) 7. GENERAL COMMENTS ON SITE\nSignature (Evaluator) (Date)EXHIBIT SPECIAL REPORT TO THE SUPERINTENDENT STEPHENS elementary SCHOOL SITE SELECTION s r 9 u c 1. PURPOSE\nni P Special Report is to serve as a decision Superintendent of the Little Rock the sit inn  recommendation concerning as rlonirld Interdistrict Elementary School as required by the Little Rock School District * Xcin  Desegregation 2. INTRODUCTION\n^552, the Stephens Elementary School Strategi Plan was submitted to the Court.    -- . coordinated effort would be made Rock School District to build ] grade elementary school in the implementation of the Desegregation went on to describe the The Plan indicated that on the part of the Little pre-kindergarten through sixth ( 1-630 corridor to facilitate Plan. The Plan further schedule to be followed. processes to be used, and a time -  committee was formulated consisting Administration Little Rock School District * County Special School District parents, local Josb\" Intervenors, Knight Intervenors, and It was the responsibility of of Pulaski City Planning Officials, Rock School District School technical experts, if necessary. _ ___ _ this Committee to assess proposed sites for*^ the\"stephens Elementary School, and formulate presented to the Superintendent. a recommendation to be c a The process used by the Committee a search criteria, conducting site visits, and formulating a written recommendation. was one of establishing a establishing a search criteria 3. PROPOSED SITES\nThe Site Selection Committee was able to identify five (5) proposed sites in the 1-630 corridor for possible locations for the new Stephens Elementary School. Sites are\na) 1000 block of East Roosevelt (South of Horace Junior High School). Mann b) 3805 West 12th (Lee Elementary School Site). c) 3700 W. d) 4800 W. 18th (Stephens Elementary School Site). 27th (Oakhurst/King Elementary School4. e) Site). West 10 th Street property). INDIVIDUAL SITE EVALUATIONS\nEast of University (vacant Each site was visited by members of the Site Selection Co^lttee during the period of late December through early Februa^. Each Committee Member was requested to formulate an evaluation using the criteria attached to this paper. Evaluation criteria consisted of two (2) parts\nGeneral Criteria, which was essentially objective in nature\nand, consisted of ten (10) questions which answered with a \"yes\" or \"no\" answer, was weighted with one (1) point. 7 referred to as \"The Site Evaluation\", in nature. two (2) parts\nthis nature\ncould readily be Each preferred answer The second criteria was -It was more subjective consists of twelve (12) questions, and each evaluator was to rate each of the twelve areas from one, being poor, to five, beinu aood. The evaluations were then being good, compiled, averaged, and total were an overall score was given each school, prepared with each school and scores given in each area, and Conunents were then are summarized below. SITE #1 - 1000 BLOCK OF EAST ROOSEVELT\nunoccupied piece of flat property in an area zoned \"light Industrial\". It is Immediately south of Horace  - In the general criteria, this site Yk ...Overall\". its strong points were the fact readily available, public transportation is available, there is room for future expansion, and there would Relocations. The Committee, however, felt that the site was extremely unattractive, and that serious concern must be given architectural considerations due to its location In relation to the flood plain, evaluation criteria. Mann Junior High School. tl Best Overall\". The site ranked 4th In the site The Committee generally felt that the site was large enough to support the academic ----- oxuc enougn program, that recruitment to this area would be relatively easy compared to other sites, the site itself left wide enough latitude not to constrain the educational so as readily accessible by traffic. program, and that it was The Committee generally felt that the site conditions were poor, that additional effort would have to be taken in constructing the school, that construction requirements may be significant in order to build on the site, and that there would be a lack of community sharing if the school were located on this site due to the distance from the homes of the children that would attend. school. a summary, the site is close to the interstate which would In I mean There easy access for buses. It is not generally attractive. is light industry all around, and the possibility of noise from the area. It is future industry developing in 2additionally close to the airport, and has poor drainage. TL., site Is not in the school support zones\nsubsequently, all children would have to be bussed ^o this school. The cost of this site has not yet been determined, but all property would have to be purchased by the School District or condemned, order to proceed with this project. 2_ 1_ _ construction costs at this site might be sllghtly^higher compared to other sites due to the need to offset special drainage requirements and construction within the flood zone. There was general feeling among the committee that recruitment- to this site might be easier as compared to the The The cost of In It is anticipated that as a that others due to the fact that Horace Mann as a Magnet School is tremendously successful\nand, that the Stephens School . 7 ana, tnat tne a might be able to capitalize on that success. - ------------ However, one must remember that the attendance zone for the Stephens School has been tentatively identified as being those zones presently the existing Stephens School and which presently support Franklin Elementary School. zones gITE #2 - 3805 WEST 12TH (LEE ELEMENTARY SCHOOL SITE\nThis property ranked fifth of the five (5) properties in the general criteria. it was felt that should the school be here, it would have to be a multi-story school which would require major purchases of property, and would also seriously restrict any future expansion. The Committee generally felt that the property would serve us well by public transportation and utilities, that there would be no zoning restrictions, and that we would have a relatively wide latitude, except two (2)-story construction, in the building n Q cr- site evaluation criteria, this site The Committee felt that the physical attributes were sufficient to construct the school of the school. The Committee this site ranked third. site wcxc DULiiuient to construct the school once additional land had been purchased\nthat site accessibility and traffic ability was good in that the school could be easily accessed, both by walking, and by bus or auto\nand, that recruitment might be a little easier here as opposed to other sites, except Roosevelt, which ranked first in this and by bus or auto\nand, except Roosevelt, which ranked first in this It was noted, however, that a strong program would be necessary to ensure student recruitment from outside the attendance zones. In summary, the site is quite small, and is outside the attendance zone. Presently located on this property is Lee Elementary School which would have to be completely demolished prior to construction. In addition, the property owned by the Little Rock School District only consists of one city block of less than 1.8 acres. Additional area. property to the extent of as much as an additional 1 1/2 city blocks would have to be purchased in order to meet the requirements of this school. closurels. This would necessitate street In this area of town, the north/south streets are predominantly one-way, and immediately adjacent to the site provide the most direct access to Interstate 630. Closing 3these streets would be tnese streets would be extremely difficult for the City to therefore, be intended that the proplrt? would be south, and a request would be made to close This would cause extensive relocations of families living on that block, cost to the School Distrirt thimwfc'i u\" cost to the School District through land purchases, and possibly condemnation. proximity to the 12th Street corridor in Little Rock adds to the value of the land, and the access to the school. This site SITE f3 - 3700 WEST 18TH (STEPHENS SCHOOL SITE)\nThis site tied for third In general criteria, felt that the site The Committee readily accessed by utilities and ortation\nthat there would be few architectural restrictions\nand, that the site could well accommodate school program. Concern was raised over the fact that the school may have to be multi-story because of the Slope of the property, but yet the site allowed for future additional property is immediately available which could possibly be leased from the City, site evaluation, this site ranked first. lie in the physical aspectrof^he that'4 L! conditions and suitability for construction\nhnmo= - completely surrounded by residential which would^Virrt isolated commercial businesses deielonment nf th the learning environment and oeveiopment of the school site\nand, '' because of its proximity to the 9^test community Involvement could be school at this site. that it was in would an In the overall The Committee felt that of all sites picked, attendance zones, that the raised to support the A primary consideration is that the school would foster community Involvement being there and the by virtue of its adnu-c Opportunities that may be presented to adults of the community. \"  the site evaluation, f (2), Number Five (5) \"Recruitment\". - Of all twelve (12) rated areas in Stephens ranked highest In all but two - V-) \"Site Safety\", and Number Six (6) The Committee assessed the Stephens school - r, . ------------------------ laucpiiens SUIIUOX being one that may easily be accessed by both walking and by bus or auto, and the Committee felt that the surrounding area was a  very safe environment for children. So, safety of the children walking to and from the school not a its location within the inner-city, i __ regard to narrow streets accessing the property, may present problems for police or fire department emergency vehicles. However, City streets are required to be of certain width as to lend themselves re\u0026amp;dily to emergency vehicles. concerns in this area should be set aside as being covered by surrounding streets meeting City construction criteria. With regard to recruitment, Stephens did not rank as high as the site on the 1000 block of East Roosevelt. This was of concern to the Committee and will be addressed further in this report. The Committee felt that the weakest areas with regard to the site evaluation were the construction requirements in that the concern. . was with so So, With 4school may have to be two-story due to the fact that the present site is on the top of a hill, and the area of safety which has been previously addressed. In summary this site, although not large enough to meet the best of all standards (approximate size four {4} acres), it Is more than sufficient to meet the academic needs of the new interdistrict school. The immediately surrounding the school is Of particular Interest is the tremendous effort that has been put forth by the City of Little developing this area.   it Is more than sufficient property residential. Rock in on. This point will be summarized further SITE #4 - 4800 WEST 27TH fOAKHURST/KING SCHOOL SITE)\nThis site ranked second in general criteria, felt the site was well supported by utilities, very attractive and would lend Itself readily to an elementary school. It would, however, have to be a two-story building, and demolition of the present facility might be necessazry. Presently on the site is the Oakhurst/Martln Luther King Elementary School. This site presently houses COPE'S HEADSTART PROGRAM, and is leased to that agency by the Little With regard to site evaluation, this ranks second. The Committee felt its strongpoints were Its general suitability as a school site due to the fact that it was attractive and well-drained. The Committee The site is school. Rock School District. The Committee felt its strongpoints lent Itself educational, development. It was felt that the site readily community activities beyond and that it could foster possible community Consideration must be made that the Oakhurst/ to King site is not within the attendance zones of the Stephens School\nand, that all Stephens School children would have to be bussed to this area. In summary, the Oakhurst/King site is There is land available immediately to the west belonging to the City of Little Rock and private ownership which might be either purchased or leased for the expansion of the school. The building Itself is relatively sound\nit would be extremely costly to have it renovated to meet educational standards of a new elementary school. a very attractive site. however, to the standards a In addition, the property is presently leased to COPE'S HEADSTART PROGRAM, a -program that supports many of the pre-kindergarten children in the immediate area. This would require that the program would have to relocate from an area that it is presently supporting. The site itself is extremely difficult to access. There are no main streets within four (4) blocks which lend themselves readily to bus All side streets leading to the site are extremely narrow, and in many cases, dead-end before you reach the present school site. Although the site is large enough for the building itself, additional land would have to be transportation. purchased to complete the program of including sufficient play and recreation area, and on-site parking. This would necessitate the closing of a City street, and the acquisition 55. of property west of the present school site. the site consists of homes that are in relatively good ho this site and general accessing by were the two (2) lowest areas in the site evaluation. e Committe felt that because of the inaccessibility difficulty to find that this site would be extremely difficult to recruit to, even with a strong, academic program. The area around condition. SITE 5 VACANT PROPERTY fWEST lOTH STREETS : This site tied for third in and ----  general site criteria. Committee felt that although it was readily accessible and architZri-^y Public transportation that serious i considerations would have to be made because of suJrouiSJn, th. this site ranked fifth. The of the In Part Two (2), , .J \"Site Evaluation\", the el a. , . ------------------- Committee felt, generally, that aSd the educational programming requirements snH 5\"^^ construction requirements to build the school\nat recruiting would be much easier as compared to other schools because of the visibility 1, However, of utmost concern to the Committee site conditions. from Interstate 1-630. --------- was the general han \u0026lt;==,-1 ,1 1 property is only 3 1/2 acres, but it has serious limitations in that  ' thoroughfare, loth Street, 630, and on the west bv Dosslbl^^' '^^^^^' \"o expansion in^thosedirectlons'ls SithinJ%ho ^^ ^ possible, however, not without the major purchase of both commercial and residential felt that the site, because it is not within zone, would not foster community Involvement, it borders a main east/west is restricted on the north by I- rather large, major drainage a possible. property. the attendance M coiwunlty activities of all children attending the school, the site may appear to have It would additionally involve the bussing In summary, although a stronger draw in as far as recruiting is concerned, its pnysica seriously hamper the construction of the school to support a good educational program. Its attachment to the commercial entitles surrounding the site do not readily foster a good educayonal environment, and the lack..of residential homes with families supporting the school would not allow for as much community involvement as may be received at other locations. The fact that all children attending the school ^^ Little Rock and Pulaski County School Districts would have to be bussed was of great concern to the Committee. is its physical limitations will RECOMMENDATIONS\nIt is the recommendation of the Stephens Site Selection Committee that the new  Stephens Interdistrict School be constructed at the 3700 block of West 18th, the present 6Stephens School site. The present Stephens School site, although it did not receive individually the highest scores in each of the twenty-two (22) areas, its overall totals far surpassed the other four (4) sites. .... The following areas are offered up in support of the Committee's recommendation\na) COST ANALYSIS\n_ Although a detailed cost analysis has not been made of all sites, it is relatively safe to say that construction on property already owned by the Little Rock School District would Initially cost less than the acquisition of property. Four (4) of the five (5) sites visited would require the purchase of additional property. Stephens School site borders on land presently owned by the City of Little Rock, and It is possible that a Lease Agreement could be made to develop this area in conjunction with the school as a City Park or recreation area for our children. Three (3) of the sites require demolition. new This is a cost that would have to be borne if these sites were selected. It is not reasonable to assume that any portions of the three (3) existing school buildings could be adapted to meet the. Intent of the Desegregation Plan. It Is anticipated that construction costs on the three properties owned by the Little Rock School District would be slightly less than the other two (2) properties due to the physical limitations on the property on West 10th, and the drainage problems on the property on East Roosevelt. Although cost was not an area that the Committee was asked to address, it must be addressed here to show that consideration has been given this most important element. b) EDUCATIONAL PROGRAM\nWithout having the programs specified. the Committee was asked in its site evaluation to view the site as if the site Itself would determine the educational program. The Stephens School site ranked high in this category because location of the existing school. of the It was felt that no matter what educational program we would elect to put into this school, and its subsequent effect on the design of the building, that the site could readily handle this need. There is sufficient land in the four (4) acres, plus that which could be leased from the City to house any conceivable educational program which would be administered at the K 6 grade levels, in addition to having a 7C) sufficient recreation area and parking space. PERCEPTIONS\nTwo (2) perceptions regarding this site prevailed in our discussions. SaX^^Yi. There is a general perception by the public that the Stephens School site safe. In comparison to the a ___ may not be In comparison to the surrounding communities, there have been no incidences imnedlately adjacent to the school site. Although have been Isolated, reportable crimes throughout this general area, we cannot with certainty say that this area's crime rate is any higher than other parts of the inner-city. It was generally felt by the Committee that because the streets were wide, well-lit, and lined with residential homes that the community would be perceived as being generally a safe area for an elementary school. it was noted that although graffiti and damage had occurred on abandoned homes surrounding the school, that this damage was not prevalent at t*--  - - -  have no Although It was would be School. the existing Stephens Elementary Recruitment: __ The second perception difficulty of recruitment. was one of - ------ The present Stephens Site is readily accessible by major thoroughfares from Interstate 1-630 to the school. It does not require winding and twisting through many city streets, but allows a most direct route to the site which is easily identifiable. If visibility from the interstate is considered a recruitment then this site does not qualify, but yet Its location bordered by residential homes and religious facilities should offset the It does not d) \"boon\", homes . . - ----- ------ .J perceived detriment of not bordering an interstate. The success of recruitment to this school will hinge on the educational program and the effort put forth by the City and surrounding community to make this a viable, integrated school. if we must rely on interstate visibility in the location of our schools, we will be extremely limited in all future If we must rely location The on construction of our facilities. EFFECT ON THE DESEGREGATION EFFORT\nOne of the Committee's most serious concerns was the effect of selecting the present Stephens School site on the Little Rock School District desegregation effort. School The new Stephens School is 8to be an Interdistrict school. It is to be comprised of approximately sixty percent (60%) enrollment from the Little Rock School District, and forty percent (40%) enrollment from Pulaski County Special School District. The school will strive to achieve a racial balance conunensurate with the aforementioned District assignments. is perceived that most of the children attending the new school from the Little Rock School District It will be black, and that the majority of the white students attending the school will come from Pulaski County School District. will ___ This, of course, requires a major recruitment effort on the part of Pulaski County School District. The Conunittee felt that the location of the school must be offset by a strong academic program and faculty, and that with selective recruiting to major work areas close by, such as the University of Arkansas Medical School, and State property across Interstate 1-630, that there was a chance for success in achieving the racial balance directed by the Plan. We are taking a tremendous gamble in building this school at any site within the city. That concern, along with the concern of having to bus all of the children from the present attendance zones, to sites other than the current Stephens site, led partially towards this decision. e) We are taking 1 the Committee An Interdistrict school built out of the attendance zones that should not become successful in achieving racial balance would not be able to foster the community support so necessary in today's educational system. An interdistrict school constructed at the current Stephens site that did not achieve the desired racial balance would at least be a school that met the needs of the majority of the children in attendance. the majority of the children Although we are selecting our site with our eye on success, we must consider the cost of if we are unsuccessful in desegregating the new Stephens School to the desired levels, we must at least protect ourselves by having a school which is readily accessible and in support of the central city attendance zones so that in the event future decisions have to be made failure. unsuccessful to with regard to the closing of schools and the realignment of students, we do not. in increase the bussing burden of our children. fact. WHAT WILL MAKE THIS SITE A SUCCESS? Needless to say, a strong, Innovative educational program is necessary to make the new Stephens School attractive to more children. What would 9This report really make this site effort uhirh --C successful is the tremendous extort which has been displayed by both community and the City of Little of the school's final location, banded together to become one of the stronger block ScSLfu?^n--------------------Rock. iSSs i^e^ successful in raising funds for enhance its living areas. it holds meetings to foster and drive the common goals. r Rock has targeted this Involvement in renovations, lighting Improvements, u-l construction on vacant lots the Rock. Regardless the community has Rock. living areas. Federal Grants to community _  Inhabitants toward In conjunction, the City of Little area for major city Street improvements, paint programs, and new and are all in both short Deen funded. We have the opportunitv here tn inin Citv^^Go  strong supportive conJiunlty and\\he '\n^n\"ent to build a school which will s9rgation. it is an ODOortunttv tha^- , - It is an opportunity that 4- , --Other sites, tunity, in conjunction with Qf ..1.. does not arise This oppor- the other Stephens site the success. As such, recommendation. cost analysis, and all considerations, make the present one with the greatest chance of / the Committee submits make this was compiled by Douglas C. Eaton, 25 February 1993. DCE/rlh/bernd 10SPECIAL REPORT TO THE SUPERINTENDENT : exhibit g f 9 S r STEPHENS INTERDISTRICT ELEMENTARY SCHOOL SITE SELECTION 1. PURPOSE\nThe purpose of this Special Report is to provide supporting information to the Special Report submitted by Doug Eaton regarding the Stephens site selection. 2. INTRODUCTION\nIn September of 1992, the Stephens Elementary School 3. Strategic Plan was submitted to the Court. According to that Plan, a committee would be formulated consisting of representatives Administration, Administration, from the Little Rock School Pulaski County Special School City Planning Officials, District District parents, local community experts, Joshua Intervenors, Knight Intervenors, and technical experts. if necessary. It was the responsibility of this committee to assess proposed sites for the Stephens Interdistrict Elementary School, and to formulate a recommendation to present to the Superintendent. The process used by the Committee was one of establishing a timeline. establishing search criteria. community forums, conducting site visits, and formulating written recommendations. COMMITTEE MEMBERS\nattending a Billy Bowles, Pulaski County Special School District Estelle Matthis, Little Rock School District Janet McGehee, North Little Rock School District Janet Bernard, Little Rock School District Doug Eaton, Little Rock School District Lou Ethel Nauden, Little Rock School District Loretta Montgomery, LRSD Parent Melinda Hamilton, LRSD CTA Larry Robertson, Little Rock School District Tim Polk, Department of Neighborhood and Planning Sammy Mills, ACORN Kenyon Lowe, LRSD Biracial Advisory Committee Dianne Woodruff, LRSD Arma Hart, Little Rock School District Joy Springer, Joshua IntervenorsSpecial Report Page -2 4. MEETING DATES/ATTENDANCE OF COMMITTEE MEMBERS\nWednesday, November 11, 1992 4:00 P.M. 5:00 P.M. Purpose\nTo review the purpose of the Site Selection Committee To plan future community meetings Members Present: Billy Bowles Arma Hart Estelle Matthis Lou Ethel Nauden Larry Robertson Doug Eaton Kenyon Lowe Sammy L. Hills Marie A. Parker Dianne Woodruff Malinda Martin- Hamilton Loretta Montgomery Tim Polk Monday, December 14, 1992 3:30 P.M. 4:30 P.M. Purpose\nTo finalize plans for community meetings To review site appraisal form Members Present: Billy Bowles Arma Hart Kenyon Lowe Tim Polk Doug Eaton Larry Robertson Sammy L. Mills Dianne Woodruff Malinda Martin- Hamilton Marie A. Parker Tuesday, February 23, 1993 1:30 P.M. 9:00 A.M. Purpose: Bus tour of five proposed sites Site recommendation following tour Members Present: Billy Bowles Janet McGehee Lou Ethel Nauden Larry Robertson Doug Eaton Sammy L. Mills Marie A. Parker Jeanette wagner Malinda Martin- Hamilton Tim PolkSpecial Report Page 3 Friday, March 5, 1993 10:00 A.M. 11:00 A.M. Purpose: To recommend Stephens Site to Dr. Bernd To share additional comments from community members Members Present Billy Bowles Marie A. Parker Doug Eaton Tim Polk Sammy L. Mills Larry Robertson Community Members Present: Willie Bell Foster Strong 5. COMMUNITY INVOLVEMENT: A. Little Rock School District: The community involvement in the LRSD included neighborhood meetings at the current Stephens site and the First Baptist Church, Highland Park. Included with this report members, 2) are: 1) comments from the community a letter and a Special report. Cooperative Community Revitalization Plan, from Foster Strong, President of the Greater Little Rock Community Development Corporation, 3) tatives signatures collected by represenfrom Arkansas Community Organizations for Reform Now (ACORN), 4) dates of the meeting with a list of the patrons present, (see number 11 below) B. Pulaski County Special School District: The community for the PCSSD were set for January 14, Robinson Elementary, January 26, Pine Forest Elemenary and February 26, 1993, Sylvan Hills Elementary. The community meetings were staffed with central office administrators only, with the exception of Pine Forest, there were two parents. M-to-M transfers to the LRSD are not allowed to black students under the current student assignment plan. 6. SUPPORT LETTER FROM JIM DAILEY. LITTLE ROCK MAYOR: The letter from Mr. Jim Dailey is available upon request.Special Report Page 4 7. LETTER FROM PUIASKI COUNTY SPECIAL SCHOOL DISTRICT\nThe letter from the PCSSD is available upon request. 8. STEPHENS INTERDISTRICT ELEMENTARY SCHOOL STRATEGIC PLAN. SUBMITTED TO THE COURT\nThe Plan submitted to the Court available upon request. in September 1992 is 9. SPECIAL REPORT TO THE SUPERINTENDENT\nThe Special Report submitted to the Superintendent is by Doug Eaton is accompanies this report. 10. STEPHENS INTERDISTRICT ELEMENTARY SCHOOL INTEREST SURVEY\nThe compiled information from the surveys from both LRSD and PCSSD is available upon request. 11. DATES AND LIST OF COMMUNITY PATRONS PRESENT\nNovember 18, 1992 Ewonda Baker Frank Baugh Willie Bell Gloria Carroll Arthur Cross Gwen Edwards Mary \u0026amp; Mercy Edwards Sarah L. Facen Melissa Guildin Lawrence Gupton Debra Wilbert Greater LRCDC Antimoore Jackson Charles Johnson Kenyon Lowe Sammy Mills Tim Polk Johnnie Pugh Foster Strong Mattie M. Souder Betty Thornton Willis Walker, Jr. Dianne G. Woodruff DECEMBER 15, 1992 Lonnie Dean Mary Edwards Dollie Sanders Annie M. Williams Sara L. Facen Essie Kindle Gloria Carroll Mercy Edwards Mackey Nunnley Gwen Edwards Lucille Jones Foster StrongSpecial Report Page 5 Sammy Hiller Dave Dedrick Ollie M. Bradford Willie Bell R.W. Gupton Celus Handley Ethel Dunbar Mabrin E. Jones Charles Johnson Willis W. Walker Antimoore Jackson Melinda Martin/Hamilton Doug Eaton Lou Ethel Nauden Kenyon Lowe Betty Thornton Tina Cohns Jarvis Sampson Bruce Washington Halloicene Handley Ewonda Baker Pat marks Dianne Woodruff Terrence Cain Reta Johnson Tim Polk Jeanette Wagner Cynthia Howell Ewonda Baker Frank Baugh Willie Bell Gloria Carroll Arthur Cross Gwen Edward Mary \u0026amp; Mercy Edwards Sarah L. Facen Melissa Guildin Lawrence Gupton Antimoore Jackson Charles Johnson Kenyon Lowe, Sr. Sammy Mills Tim Polk Johnnie Pugh Foster Strong Mattie M. Souder Betty Thornton Willis Walker, Jr. This information was compiled by Marie A. Parker on March 18, 1993.: exhibit s  9  STEPHENS INTERDISTRICT ELEMENTARY SCHOOL SITE SELECTION ABSTRACT The Stephens Elementary School Strategic Plan was submitted to the Court in September 1992. A committee was formed to establish a timeline, search criteria, conduct and attend community forums, participate in site visits, and to develop written recommenda-tions. In accordance with the Strategic Plan, Site Selection Committee participants included: representatives from Little Rock, North Little Rock, and Pulaski County School Districts including the LRSD Biracial Advisory Committee\nparents and community experts\nJoshua and Knight Intervenors\nCTA representatives\nand technical experts from the City of Little Rock Department of Neighborhoods and Planning. This committee conducted three (3) meetings for organization and formation of recommendations\nfive (5) community meetings\nan interest survey for Pulaski County School District and LRSD\nand a bus tour to review the five (5) sites. A total of sixty-one (61) individuals participated in community involvement phase of this process. Community based groups such as ACORN and The Greater Little Rock Community Development Corporation played an integral part to the decision making process. Both groups were represented in the attendance at the Community meeting, with an ACORN representative serving on the Site Selection Committee. Both groups submitted written documents which were utilized during our consultation. A Special Report, written by Douglas Eaton, was submitted to Superintendent, Dr. Mac Bernd on February 25, 1993, with recommendations from the Site Selection Committee. The findings, after accumulating all data, evaluating concerns of patrons and experts, and review of site observations was that the present site, 3700 W. 18th, be proposed as the final site for Stephens Interdistrict Elementary School. Several major concerns exist as to the success of the proposed site: (1) the perception that inner city is not safe, (2) filling of Pulaski County seats to maintain critical desegregation balance\nand (3) present lack of a program focus. It is believed that these factors can be eliminated through a vigorous recruitment effort for white students\nand because this site has historical significance within the African American community. The representatives of the community based groups have previously voiced their approval of this site and should be called on to help the District in its search for success of this venture. In addition, the City of Little Rock, in a letter dated February 24, from Mayor Jim Dailey, has pledged its support in as much as the neighborhood is a part of the City's current Block Grant renovation program. Slip Sheet for Regular Board Meeting on October 24, 1991 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS RECESVED OCT 2 3 1991 October 24, 1991 Office of Desegregaficn f.onitoring TO: Board of Directors FROM: SUBJECT: Ruth S. Steele, Superintendent of Schools DESEGREGATION RELATED ISSUES At present, building a Stephens). staff members are putting together a proposal for second interdistrict school (the replacement for Details of this proposal are being worked out in time for action at the November meeting. I recommend that you table action on this item until November.1* exhibit I i50 i I I STEPHENS SITE SELECTION COMMUNITY MEETING CAFETORIUM - STEPHENS SCHOOL NOVEMBER isf 1992 5:00 P.M. - 7:00 P.M. AGENDA I WELCOME PURPOSE OF THE MEETING INTRODUCTION OF SITE SELECTION COMMITTEE LRSD PROPERTIES SITE SELECTION ... OPEN DISCUSSION QUESTIONS, CONCERNS, RECOMMENDATIONS NEXT STEPS/ANNOUNCEMENTSEXHIBIT I We Need Your Ideas Attention: NEIGHBORHOOD PUBLIC MEETING Stephens Interdistrict School Opening for 1994-95 Community Meeting to gather information from prospective parents and patrons to be used in consideration in site seiection of the proposed Stephens interdistrict Schooi which wiii open for 1994-95 TUESDAY, December 15,7 p.m. First Baptist Church Highland Park Fellowship Hall 3800 W. 1 Sth Street Little Rock The Little Rock School District will offer an innovative alternative to your neighborhood school with the opening of Stephens Interdistrict School in the fall of 1994. It will offer a strong, traditional basic skills curriculum woven into a special interest theme. Pulaski County School District students may attend through a majohty-to-minority transfer. STEPHENS INTERDISTRICT MAGNET SCHOOL INTEREST SURVEY (Coming in 1994-95) The Little Rock School District is surveying parents of elementary students to determine their interest m particular magnet school themes. For the 1994-95 school year, an additional magnet school progr^wUl be * .1 \u0026gt; \u0026gt;..1 M .1. KT__.V V r'zaiinK.r Cn^Cial Ol!triCt\u0026amp;. students from the Little Rock, North Little Rock, and Pulaski County' Special School Districts, plan for tlus future interdistnet available to Enrollment is limited Io availability and allocation. Your input will help us as we magnet school system. Please complete the attached survey form. Read the description of the possible themes for this magnet school  . . _ t . \u0026lt; ...__._j Ttal.** MA tofAT* than riCddt -------------------------------- *  1 a *u and list in rank order the three (3) themes to which you arc most attracted. Return the survey no IgRr than Anoust 10.1992. to one of the flowing locations through regular mail or hand delivery. Little Rock School District Student Assignment Office 501 Sherman Street Little Rock, AR 72202 Stephens School 3700 West 18th Street Little Rock, AR 72204 (Hand delivery. 830 ajn. - 3:30 pjn.) Ttiiinir you for your time and interest. Students learn the curriculum through their experiences as residents of a simulated city, Steohensville. Steohensville has a mayor and city council. Recycling Center, S.ephensvillc National Bank, Central City Mall, city park, public library, various restaurants, KSTV television station, Stephensvillc Daily News, various industries and businesses, and many natural resources, including the Stephensfork River. The physical structure, decorations, and landscaping of the school reflect the city atmosphere. Students assume the roles of citizens of this simulated dty. Steohensville has environmental problems, as well as other problems that are common in most dties. The dtizens must try to solve these problems. A KSTV newscast bepns each day. The newscast outlines an issue that the community must address. As students study and debate the issues, they see how all subject areas are interconnected in real life. Teachers teach the core curriculum but use Steohensville as a unifying theme. Cooperative Learning is used extensively. Students learn to work together and function successfully as a member of the larger community. A magnet school that stresses mathematics, sciescc, social studies, and language arts. Students arc also encouraged to work in areas of personal interest. A primary focus of the program is to develop critical and creative thinking skills. The core curriculum of this school will be supplemented with experiences that are interesting, challenging, and enjoyable to students. A special focus on language arts activities combined with emphasis on academics. Students spend the majority of their day in a traditional classroom learning the basics-reading, language For arts, math, science, and social studies, approximately one-half hour each day, three to four days a week, depending on their grade level, students will explore the areas of literature, public speaking, creative writing, and play production. Students write and perform speeches, present poetry and choral readings, compose short stories, and produce plays. Accel^ t ed Lanning Students enjoy learning, learn at an accelerated rate, and retain a greater-than-normal percentage of what they learn. Every aspect of the classroom and the teachers presentation at Stephens is designed to give students confidence in their abilities and to minimize external and internalPURPOSE 1. To share a plan of action for the new Stephens School. 2. To introduce members of the Site Selection Advisory Committee 3. To share information regarding sites currently owned by LRSD 4. To engage you in a dialogue to ascertain your general feelings, and desires regarding the site selection for the new Stephens Elementary Schools - Pre-Kindergarten through 6th Grade. PLAN or ACTION Community Involvement that includes neighborhood meetings with community members living in the area surrounding the current Stephens Incentive School. Formation of a Biracial Citizens Site Advisory Committee. Involvement of Parents whose children are targeted for recruitment to the new school.COMMUNITY INVOLVEMENT Neighborhood Meetings: To ascertain the general feelings of the public, and their desires, with regard to the new Stephens School. Public Meetings: To discuss site selection, academic program, and the general design of the school. Site Advisory Committee To assist with site selection and time schedule Representation: LRSD Administration PCSSD Administration City Planning Officials Parents Local Community Experts Joshua Intervenors Knight Intervenors Technical ExpertsEDUCATION SPECIFICATION COMMITTEE Specifications to be drafted Composition of committee: Teachers Parents Education Specialists (solicitation/incorporation) PARENT INVOLVEMENT Surveys to determine: Theme of School Desired academic program for the new Stephens School Site Selection Any other areas where parent and/or community involvement is desired in the planning processFINAL SELECTION Selection Criteria: It will be the responsibility of the Site Advisory Committee to draw together, establish, and list in priority sequence all criteria with regard to selecting the school site. Visiting and Evaluation Sites: The Committee will be responsible for visiting proposed sites, and evaluating those sites against the established criteria. Recommendations: The Committee will propose recommendations based on its site visits and its evaluations to the Little Rock School District Administration as outlined in the master schedule. STEPHENS SITE SELECTION COMMUNITY MEETING November 18, 1992 Stephens school Media Center ? exhibit Marie Parker, Larry Robertson and Doug Eaton facilitated the selection community hearings. site meeting. See agenda attached for process of Concerns of the community members are reflected in the statements listed below\nWhat is the purpose/idea for moving the school to another site? Just what are the designated properties? The school and church compliment each other. The remain at its present site. The school and the life blood of the community. The school owns directly across the neighborhood. You can go east acquire additional properties if this is not adequate. community. the neighborhood. school should church are the the property or north to What if the district has to buy properties. members willing to give up properties? Are communities These community meetings have been going on for over a met with Dr. Steele and the Board of Directors. that time that we wanted the school to stay where- it is. a \"landmark.\" It should be respected for that. It was given by Mrs. Stephens. If Stephens stays here it means that the city clean up this part of the city........ with the current nine member board (Greater met year. We wanted the school to We told them at It should be respected for that. would be more willing to here it It It is school would tie in Little Rock). A new What will happen selected? to the structure of this school if it is not At one time it was hoped that Stephens would close, the site as a Christian Center. We would use We were also Nursery. told this would be an Adult Education Center/Day Was that being said to pacify us, just to shut us up? was onar neing sard Are you really concerned about the Stephens community? In locating Stepehns the school community consider LRSD should IS important. seriously historical landmark, it represents one of our We own. consider know it what as aYou repair things for other schools. our race? The property was donated for this Why not repair things for school and now you want to go and take it away cannot get any white students to attend. from our community, even if you This school is in the center of the black neighborhood. you wish to move We have schools located in the Why do white conmunity? Why not fix-up this historical landmark? What school? message will this send to our students if we move the Have we considered that? this community school then move the school. If you really want to destroy Is this school really important to the LRSD? Remember, support with it. relocation of the school will carry the municipal We need to keep the city interested in us. The LRSD plans are inconsistent with * revitalizing the neighborhood. your discussion of remains here if neighborhood concept. you truly are interested We strongly recommend the school in revitalizing the What same? year will the You are doing school be built? Will the name remain the about the survey? a survey. When will the public find out How were patrons notified? Radio? Television? Letters? Is this documented in your files? When was this done? How do meetings? you plan to communicate information ragarding future People in this area did sets the time not receive proper notification. Who for these meetings? input for the date and time of the meeting. The community should have We would suggest you have the meeting on evening and that the time be set for 7:00 p.m. a Tuesday or Thursday ACORN should be placed on concerning this school. the mailing list for anything Is there another somewhere else? group pushing for the school site to be If so, be up front and share with us. If the another group were attempting to use their influence to place school information with us? s omewhere else. are you at 1iberty to share that We feel we are chasing the chase the white flight \"white flight. 11 We should not have toThe themes should be enlarged upon. Would it be fair to ask the Site Selection Committee if it has gotten a clear picture of what the Board is going to accept? The \"will of the community\" should be put in writing and submitted to the Board.December 15, 1993 First Baptist Church Rev. William Walker, Pastor The second meeting of the site introductions selection committee began with the Stephens community. and a recap of the November 18, 1992, meeting with You expressed your ideas at the November 18, meeting, to us\nYou said The school and the church serve as a security for each of us\nA new school would fit perfectly with the current work of the nine member board that is now active in the community\nThe LRSD should seriously consider what the Stephens community ,consider important to them\nThe Stephens school is a historical landmark. of \"our own\", own. This property was donated for It represents one this school by our Has the LRSD considered what message moving the school would send to the children of this area? weighted factor in all of our selections. The children should be the You have said to us through your student assignment, area schools are important. interested community. We agree. We need the school to keep the city in the community and especially the children of this We are very concerned with your timing for this meeting. in the area were not properly notified. People into the date and the time of the meeting. We should have had input The Stephens community should not be responsible for chasing the \"white flight\". The whites can always outdistance us. If they don't want to stay let them go, but don't make this community pay for their flight. The theme should be enlarged upon. choosing a theme before choosing a site. We are not comfortable with come back and let's discuss the theme. When you get the site. down so proposing. community. that the We average person can should help decide Break the proposed themes understand what what is best for you are thisCan you tell us what the Board is willing to accept? Who perpetuated the idea that we could not attract whites students to the building? Are the Board of Directors willing to do as much for the Stephens Commxinity school as other schools? (This ends November recap). they have for some of the Marie\nThis is a recap of our November meeting. We followed your suggestion. We date and time for you to meet. let the community decide what was the best We allowed ample time for you and the LRSD to notify concerned citizens, parents, etc. Does this represent for you November meeting. an accurate The audience agreed this account of what happened at the present from the last meeting did indeed capture their sentiments from the last meeting even better than some of them remembered. Following the introductions and recap, Doxig Eaton reviewed the 1) Current Stephens site , 3800 West 18th\n^proposed sites: * Stephens at 12th and Pine (Lee) 3805 West 12th\n2) 3) King/Oakhurst site, 4800 West 27th\n4)\n5) Following are statements commxinity to the proposed sites. representing the reaction of the Many of the above statements were restated and reinforced by those not present at the November meeting\nAt the November meeting you Community: 1) only proposed three sites to the and Pine (Lee)\ndiscussing five sites? The present Stephens site\nand the King/Oakhurst site. 2) Stephens at 12th Why are you now What is the district's rationale for wanting to move the school? Has the district stated what it considers physical plant? to be the perfect Is the district the least bit sensitive to community? the feelings of the present location? Do they understand that we want the site here at its What incentive does the community have to offer? You went from three sites to five sites? sites once we leave this meeting? Will you consider other If the district cannot make consider starting our own school. up its mind we are about ready to Will our message Superintendent. really get to the School Board and the When will we hear from the? Do we get to tell our story before the final decision is made?i Marie\nA additional suggestion was conments or conmunity representative made to the concerns audience that those they could contact with their or Committee. anyone on the Site Selection or Marie Parker. The questions were to be returned to Larry Robertson Following Doug Eatons presentation and a length discussion from the audience Larry Robertson presented the audience with to be completed and returned to Rev. Walker or the school, would collect the surveys. a survey Larry *- EXHIBIT COMBINED FORMS (Pulaski County. LRSD and Blue Forms-LRSD) November 1992 STEPHENS INTERDISTRICT SCHOOL INTEREST SURVEY THEME RANK ORDER OF CHOICE 1 [ COMMUNITY OF LEARNING: 5] 2 I 6 ] 3 [ 4 5 [ 7] [ 11 ] 6] ACCELERATED LEARNING: 13] [ 14 ] S CHOOL-WIDE ENRICEMENT: LANGUAGE EXPRESSION: 1] 12] [23 81 21 15 1 3 5 1 3 5 1 [ [ [ [ [ [ [ 2 [ 6 ] 14] -- 4 2 4 [ 2 1 2 [ 5 ] ] 1 4 3 [ 1 13 [11 OTHER: 1 5 [ 1 2 (6) Creativity in Learning (5) Communications (3) Basic Science, Math \u0026amp; Skills (1) Music and Art Appreciation (Band, Art \u0026amp; Dance)1. S. SITE LOCATION: SITE APPRAISAL STEPHENS SCHOOL SITE (Address) EXHIBIT AY ADJACENT STREETS\n(North) (South ) (East) (West \u0026gt; CURRENT USE: (1 ) Vacant, (S) Commercial, (3) Residential, ('+\u0026gt; Public Note: If 2, 3 or What is presently on property? 5. MAIN ACCESS TO SITE FROM INTERSTATE OR MAJOR THOROUGHFARE: Thoroughfare: Directions to site: 6. SURROUNDING PROPERTY: (Within 5 blocks each direction) (Nor th)Type: Condi tion: (South)Type\nCond i ti on : (East)Type: Condi tion: 1(West)Type: Condi tion\nGENERAL CRITERIA ELEMENT RATING/POINTS 1. Will the school have to be multistory? YES (0) NO (1 ) 2. Are utilities readily available? YES (1) NO (0) 3. Are there zoning restrictions? YES (0) NO (1 ) 5. 6. Are there architectural considerations? Is the site serviced by public transportation? Is the site readily available? YES (0) NO (1 ) YES (1) NO (0) YES (1) NO (0) 7. Will additional property have to be purchased? YES (0) NO (1) 8. Will the site allow for future expansion? YES (1) NO (0) 9. Will extensive relocation be necessary? YES (0) NO (1) 10. Is the site attractive? YES (1) NO (0) TOTAL POINTS\n(10 Points Max) COMMENTS: 2SITE EVALUftTION (Note: Criteria are in priority sequence) SITE CRITERIA RATING/POINTS POOR \u0026gt;\u0026gt;\u0026gt;\u0026gt;\u0026gt;\u0026gt;\u0026gt;\u0026gt;\u0026gt;\u0026gt;GOOD 1. SUPPORT PROGRAM (SUFFICIENT SIZE) 4 1 S 3 5 (Consider if the site is large enough to support the educational program to include sufficient space for recreational activities and parking or will have to be purchased?) additional land 2. SITE CONDITIONS (Consider the physical aspects of the site, flatness. vegetation, soil conditions) drainage, 1 2 3 4 5 3. CONSTRUCTION REQUIREMENTS 1 2 3 5 (Consider if any significant construction requirements will have to be met in order to build on the site,ie\ndrainage features, access routes) sound barriers. retaining walls. special fences, 4. SITE ACCESSIBILITY\\TRAFFICIBILITY 1 2 3 4 5 (Can the site be accessed easily and safely both walking and by bus /auto ) 5. SITE SAFETY (Consider the area around the school present to children and participants. school and areas accessibility by vechicles). and buildings along these police. '6. RECRUITMENT and the dangers it may look at routes to the routes, evaluate fire department and other emergency 1 2 3 4 5 1 2 3 5 (Consider the impact of the site on recruitment and attendance, zone(s ) ) le. accessibi1ity from outside attendance 37 . EDUCATIONAL PROGRAM 1 2 3 (Cons 1der program) if the site will determine the educational 5 8. RELATION TO EDUCATIONAL FACILITIES 1 3 4 5 c (Consider proximity to education support facilities 9. libraries. community centers and SITE ENVIRONMENT organizations, par ks \u0026gt; le\n1 2 3 5 (Consider the school and how it will surrounding neighborhood) complement the 10. ZONING 1 2 3 5 (Consider the zoning of the surrounding neighborhood, conducive to learning environment will its development enhance the school site) 11 . 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[ i I I I I I I I I I I I I I i i I i I I iLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 March 25, 1993 To: Board of Directors From: Marie Parker, Associate Superintendent for Organizational and Learning Equity Doug Eaton, Director of Plant Services Through: Dr. Mac Bernd, Superintendent of SchoolsO 'Xa-'Xc*- Subject: Stephens Interdistrict Elementary School Site Selection Attached is a Special Report submitted to the Superintendent in two parts. The purpose of part 1 of the report is to serve as a decision paper in providing to Dr. Bernd information and a recommendation concerning the siting of the new Stephens Interdistrict Elementary School as required by the Little Rock School District Desegregation Plan. The purpose of part 2 of the report is to provide supporting information to part 1. Specific information mentioned in part 2 of the report is available upon request. It is the recommendation of the Stephens Site Selection Committee that the new Stephens Interdistrict School be constructed at the 37 00 block of V.est 18th Street, the present Stephens site. SPECIAL., REPORT TO THE SUPERINTENDENT STEPHENS ELEMENTARY SCHOOL SITE SELECTION 1. PURPOSE: The purpose of this Special to'VhVsuXnV^de^ School District7nfnZw.r\n*\" of the Little Rock the  recommendation the siting of the as required by the Little Plan. r... V ----------concerninq 2 Interdistrict Elementary School ------ Rock School District Desegregation 2. INTRODUCTION\nPlan^ Stephens Elementary School Strategic piementation of the Deseareoatlon Pi^n The Plan further weni-  4- Desegregation Plan, went on to describe the schedule to be followed. processes to be used, and a time According to that Plan, of -- reoresentfltitro. comittee was formulated consisting AdmiSKration Pul. v\"* School District ttu rain IS tration, County Special School 'landing Officials, parents? ocaj technical elKrtV Intervenors, Knight Intervenors, and thS Coiittee ' It the responsibility of Pulaski Rock School District City Planning Officials, School r V CilUi. a f dJlU .It was the responsibility of Elementary School presented to the Superintendent. a recommendation to be 0=4-.KU K4 - establishing establishing a search criteria. timeline e?tah^ Committee wao une oi esraDiishing a timeline establishing a search criteria, conducting site and formulating a written recommendation. visits. 3. PROPOSED SITES\nThe Site Selection Committee _ was able to identify five proposed sites in the 1-630 corridor for   for the new Stephens Elementary School. possible locations Sites are: a) b) 1000 block of East Roosevelt (South of Horace Mann Junior High School). 3805 West 12th (Lee Elementary School Site) . c) 3700 W. 18th (Stephens Elementary School Site). d) 4800 W. 27th (Oakhurst/King Elementary School4. e) Site). West 10th Street property). individual site EVALUATIONS: East of University (vacant j'*? visited by members committee during the period ' ' consHiei oV'Ln\"! lnnature7\"anS^ consisted of ten (10) questions which answered with a \"yes\" or \"no\" answer, weighted with one (1) point. referred to - -  was H or \"no\" could readily be Each preferred answer ... The second criteria Evaluation. as \"The Site Evaluation\". It was more subjective evaluator waTVrX^^aVf in nature, It V') questions, and each poor to five twelve areas from one, being The evaluations were then \"5\"tl. eraged, and total scores given in each an overall score was given each school, prepared with each school and to five, being good. area, and Comments were then are summarized below. SITE #1 - 1000 BLOCK OF EAST ROOSEVELT: This site is an unoccupied piece of flat zoned \"light industrial\". Mann Junior High School. was rated tt Best Overall\", that utilities available, there is be few relocations. property in an area It is Immediately south of Horace In the general criteria, this site Its strong points were the fact ^a\u0026lt;lily available, public transportation is room for future expansion, and there would The Committee, however, felt that the be given architectural \"tractive, and'that aeriius conceA must relation tn .pi V =ysiderations due to its location in evaliawnn cwt ranked 4th in the site The Committee generally felt that the site was large enough to support the academic recruitment to this area would be relatively ___ other sites, the site itself left wide enough latitude not to constrain the educational evaluation criteria. program, that easy compared to so as program, and that it was readily accessible by traffic. that the site conditions were poor, that additional effort would have to be taken in constructing the school, that construction requirements may be significant in order to build on the site, and that there would be a lack of community sharing if the school were located on this bit.\ndue lu distance from the homes of the children that would attend. summary, the site is close to the interstate which would mean easy access for buses. It is not generally attractive. There noise The Committee generally felt constructing the school site due to the In is light industry all around, and the possibility of future industry developing in the area. from the It is 2additionally close to the ai sitris not in th H and has poor drainage. h: n^L'ruSs^eyby order to proceed with thi The all The cost of but all property would School District or condemned, s project.  in It is anticipated that construction rn=!t-c xu IS anticipated t as -- -- need to offset special construction within the flood There %as ^a qeneral f wicnin rne tiood zone, feeling among the committee that easier as compared to the Horace Mann as a Magnet School is ! and, that the Stephens School a recruitment to this others due to the fact that so tremendously successful\ncommittee might be able to capitalize o7 that^ success? must remember that the attendance has been tentatively identified However, one which presently support Franklin zone for the Stephens School as being those zones presently existing Stephens School and Elementary School. zones SITE #2 ^805 WEST 12TH (LEE ELEMENTARY SCHOOL SITE\nThis property ranked fifth of the five (5^ c--- --------- al rri t- or-4 a x I ' * * --** ui*r ^' it would hLe to general criteria. properties in the which would require major purchases of a multi-stoiry school also seriously restrict' generally felt that the property, and would any future expansion. The Committee ranked third. The Committee felt that the physical 1 1 were sufficient to construct additional land had been purchased\nof the site criteria, this site attributes that site the school once accessibility traffic ability was good in that thZ school could S easily accessed, both by walking, and by bus or auto* and othL^SeV\"'\"^  little easier here as opposed to area it was which ranked first in this nece\n.,ari A ' ^y^^' that a strong program would be necessary to ensure student recruitment attendance zones. - from outside the outsIdP summary, the site is quite small, and is outside the attendance zone. Presently located on this property is Lee Elementary School which , completely demolished prior to construction, property owned by the Little Rock consists of one city block of less than 1.8 zone. would have to be School In addition, the District only property to the extent of as much blocks would have to be acres. Additional as an additional 1 1/2 city purchased in order to meet the requirements of this school.  ' closurels. This would necessitate street In this area of town, the north/south streets -- , axca vx uuwix, uxie iiOita/SOUun StrGetS 31*6 predominantly one-way, and immediately adjacent to the site provide the most direct access to Interstate 630. Closing 3these streets would be suDoort '\"Th V difficult for the City to SSshrt be intended that the property 13th street Thl\"^^' 1^,\" * n \u0026lt; would cause extensive relocations of block, cost to the School District at its proximity to the 12th ( adds to the value of the land. This site Street corridor in Little Rock - and the access to the school. SITE ^3 -3700 WEST 18TH (STEPHENS SCHOOL SITE)\nThis site tied for third in felt that the site general criteria. The Conunittee transportation\nwas readily accessed by utilities and t there architectural accommodate an that tnere would be few . and, that the site could well elementary school program. that the restrictions\nConcern was raised over the fact , _ - - ------------- w V ex Vile xaK.*u school may have to be multi-story because of the ZvTLT property, but yet the site allowed for future which iTiH additional property is immediately available leased from the City. In the overall site evaluation, this site ranked first physical aspectrof^he t conditions and suitability for construction\nH t completely surrounded by residential isolated commercial businesses The Committee felt which wciH 1____1 '-'juuuerciax Businesses devpinnmoni- *-11 loaming environment and development of the school site\nand, because iV----------oxue\naim, that Of all sites picked, proximity to the attendance greatest community involvement could be school at this site. zones, that the school would foster being there and the raised to support the A primary consideration is that the community involvement by virtue of its adults of the the site evaluation, opportunities that may be presented to community. r' ''  Of all twelve (12) rated areas in M evaluation, Stephens ranked highest in all but two (2), Number _ Five (5) \"Site Safety\", and Number Six (6) Recruitment . The Committee assessed the Stephens school site as being one that may easily be accessed by both walking and by bus or auto, and the Committee felt that the surrounding area was a c safe environment for children. so, safety of the children walking to and from the school not a concern. Its location within the inner-city, with regard to narrow streets accessing the property, may present problems for police or fire department emergency vehicles. was However, City streets are required to be of certain width as to lend themselves readily to emergency vehicles. l_, concerns in this area should be set aside as being covered by surrounding streets meeting City construction criteria. VILL. regard to recruitment, Stephens did not rank as high as the site on the 1000 block of East Roosevelt. so\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"luu_thwcoh-civilrights","title":"Louisiana Civil Rights Movement Oral History Project","collection_id":null,"collection_title":null,"dcterms_contributor":["T. Harry Williams Center for Oral History"],"dcterms_spatial":["United States, Louisiana, 31.00047, -92.0004","United States, Louisiana, East Baton Rouge Parish, Baton Rouge, 30.44332, -91.18747"],"dcterms_creator":null,"dc_date":["1993/1998"],"dcterms_description":null,"dc_format":null,"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["College integration--Louisiana--Baton Rouge","African Americans--Segregation--Louisiana","Baton Rouge (La.)--Race relations","Civil rights movements--Louisiana","Segregation--Louisiana"],"dcterms_title":["Louisiana Civil Rights Movement Oral History Project"],"dcterms_type":["Sound","Text"],"dcterms_provenance":["LSU Libraries. 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Office of Educational Research and Services"],"dc_date":["1993/1994"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Standards","Educational statistics","Arkansas State University","Magnet schools"],"dcterms_title":["Magnet Schools: Pulaski County Interdistrict Magnet School Program Evaluation"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1147"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nPulaski County lnterdi tri  t Magnet School Evaluation 1993-1994 Arkansas State University Center for Excellence in Education State University, AR RECEIV,=n\n-la nJ - 1Jtlifr,,.J Jill_ 1 3 1995 I ::t- ?p,\nr Office of Desegregation Monitoring ACKNOWLEDGEMENTS I gratefully a,~knowledge the help and cooperation of MS. Donna Grady Creer, Sa\nndy Luehrs, and the Magnet Review Committee, and the administ~ators and staff of Pulaski County Interdistrict Magnet Scho9ls. The evaluation was made easier by the honest, forthright and candid responses from staff, administrators and faculty. An enormous debt is owed my respected colleagues for their professi9nal work and dedication to the project. Finally, thanks to my research and gradate assistants without whom this project could not have been completed. Gerald B. Dickinson, Project Director TABLE OF CONTENTS Introduction .. Section I. Student Achievement Standardized Tests ........... . Section II. Racial Desegregation Balance. Sociograms .. Site Visits. Section III. Magnet Theme Magnet Themes ......... . Enrollment Policies and Procedures .. Magnet School Programs. ................................. Personnel Resources .... Section IV. Summative Evaluation Summary Findings. Conclusions ..... . 1 3 29 31 61 65 66 69 70 74 77 Appendix. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 8 PULASKI COUNTY IN'l'ERDISTRICT MAGNET SCHOOL EVALUATION November 1, 1994 Evaluation Report Format This 1993-94 school year evaluation report will follow the same format as previous reports. The design is to provide a logical and sequential accounting of the attainment of evaluation project objectives, assessment activities and evaluation reports. The report also attempts to bring together data from prior year reports to determine changes, if any, that occurred during the past evaluation periods. Section titles are written to correspond to Expected Outcomes as identified in the evaluation proposal. It should be noted that not all evaluation reports have the same evaluation objectives. Expected outcomes may vary from one project year to another based on the contribution of each component toward assurances that magnet school objectives are successfully met. Some evaluation activities may be eliminated or used during alternate years and data provided during previous or subsequent evaluations provide a degree of confidence about the attainment of specific objectives. School climate surveys were not conducted during the present project year. Principle evaluation objectives are retained in each of the project years to provide a continuous measure of magnet school objectives that are attained. Where appropriate, comparisons and contrasts are provided. Additional evaluation objectives may be added in future evaluations as the Magnet Review Committee seeks new or different data regarding the magnet school programs. 1. Student Achievement -- To obtain and analyze 1993-94 standardized test scores for the following tests for appropriate grade groups. A. Minimum Performance Tests (MPT) B. Standford Achievement Tests (SAT 8) 2. Desegregation -- To develop procedures and instrumentation for data collection regarding the contribution of the magnet schools toward the \"desegregation\" goal of the project: A. What do enrollment data reveal about the attainment of objectives relative to student enrollment? B. What are the social interactions between and within the disaggregated groups by race and sex? Is there evidence of student isolation and solidarity? 1 C. Is there evidence of stereotyping, graffiti, and name calling? D. What are the interactions of administrators, staff, and students, and between teachers and students? 3. Magnet Theme To provide evaluation activities to assess the existence of a sound educational core program and an existing magnet theme as provided by the magnet school program objectives. A. What are the magnet school themes available to students in the Pulaski County Interdistrict Magnet School Program? B. Are magnet school programs available to students as prescribed by magnet school policies and procedures? C. Is there a coherent magnet program in place at each of the magnet school program sites? D. Are instructional and non-instructional personnel resources necessary to support the magnet school program in place at each of the magnet school sites? 2 STUDENT ACHIEVEMENT PULASKI COUNTY IN'l'ERDISTRICT MAGNET SCHOOLS EVALUATION Formative Evaluation: Student Achievement BACKGROUND The purpose of this formative evaluation is to gain insight into the assessment of objectives listed in the evaluation procedures relative to Student Achievement Student Achievement -- To obtain and analyze 1993-94 standardized tests scores for the following tests for appropriate grade groups. METHODOLOGY Following proper communications, data were received from the LRSD and the Arkansas Department of Education. Data were subjected to both descriptive and inferential statistical analysis using the PC computer and statistical software \"Statistics With Finesse.\" FINDINGS Arkansas school districts are no longer required to administer the Minimum Performance Tests (MPT). The ADE does, however, require Arkansas school districts to administer the Stanford Achievement Tests in grades 4, 7 and 10. Pulaski County Interdistrict Magnet Schools administer the Stanford Achievement Tests in grades one through ten .. However, Department of Education test data are available only for the grades for which the tests are mandated (4,7,10). Test results data are reported in Mean National NCE (Normal Curve Equivalent) scores. The NCE is a standardized score based on the normal curve by setting the mean at 50 and the standard deviation at approximately 21. Because of its larger standard deviation, the range of NCE scores (0-100) is wider than for T scores (20- 80, since it is rare for a score to fall more than 3 standard deviations from the mean). (Sprinthall 1994). Test data analyses for grades not mandated by ADE for testing (1,2,3,5,6) will be accomplished by comparing the subtests mean NCE scores with the Magnet School NCE mean score, the LRSD NCE mean score and with the National NCE mean score (50). Test data analyses for grades 4,7 and 10 will include comparisons of scores for magnet students to students' scores in the LRSD, Arkansas, and the nation. Test data for the magnet schools and the state are disaggreagted by race, as well as grade and school. Weighted means (Number of students (N) for each school times (x) the mean NCE for each subtest) will be used to compute the NCE mean scores for all magnet schools. These data will be used to compare like groups in the magnets and across the state. 3 Grade One A total of 1963 Little Rock School District first grade students took the Stanford Achievement Tests in the spring of 1994. Test results data were provided for each magnet school and for th~ entire LRSD. Test data fo~ grade one are not provided for the state since the ADE does not mandate achievement testing for grade one. National data test results are not disaggregated by race. The table that follows depicts tests data analysis of the performance of magnet school first grade students compared to LRSD first grade students as a group and first grade students across the nation. School TOTL READ NAT'L 50.0 LRSD 48.1 BOOKER 44.3 CARVER 70.8 GIBBS 52.3 WLLMS 69.6 First Grade Stanford Achievement Test Magnet Schools\\ LRSD \\ National TOTL LANG ENVR BASE MATH MENT BATT 50.0 50.0 50.0 50.0 49.0 48.7 48.0 49.5 44.3 47.6 53.0 46.7 73.6 73.5 64.3 73.9 47.5 44.6 48.3 50.9 72.4 70.7 62.3 72.5 COMP BATT 50.0 46.6 44.7 72.5 48.3 71. 0 Williams and Carver magnets school students had higher mean NCE scores than students in the LRSD as a whole and students across the nation. The national mean is represented by the NCE scale score of 50. The graph on the following page depicts the performance of magnet school first grade students compared to the national and LRSD scores. State data were not provided because the ADE does not require administration of achievement tests at the first grade level. 4 Legend Nalonal State Booker ca\"\" Gibbs Wlllla-ns LASO 1()() BO 60 - 40 20 0 READ -- Graph 1 First Grade FIRST GRADE Stanford Achievement Tests ~ ,_... - - ----- ~ MAlH LANG ENVR'-\"IT 5 --- - Iii BASEBATT COMPBATT Grade Two There were 1778 second grade students in the LRSD who took the Stanford Achievement Tests in the spring of 1994. The table that follows depicts data from the results of the administration of the Stanford Achievement Tests to magnet school second grade students compared to the national and LRSD scores for second grade students. School TOTL READ NAT'L 50.0 LRSD 45.2 BOOKER 43.5 CARVER 57.0 GIBBS 51. 5 WLLMS 62.5 Second Grade Stanford Achievement Test Magnet Schools\\ LRSD \\ National TOTL LANG ENVR BASE MATH MENT BATT 50.0 50.0 50.0 50.0 54.1 50.5 49.0 48.0 51. 6 53.6 49.1 46.3 65.1 60.9 54.8 60.0 55.5 50.6 55.6 52.9 76.9 65.2 76.2 68.5 COMP BATT 50.0 48.2 46.7 60.6 54.0 71.1 As with first grade test results, Williams and Carver magnet school students had tests scores substantially higher than the national and district averages. Second grade students at Gibbs magnet also scored higher than the LRSD and national average. More than eighty percent of the second grade students at Williams scored at or above the national average. The line graph that follows depicts NCE mean scores for second grade magnet school students compared to the national and LRSD mean NCE scores. 6 Legend Na100:i1 -- = -- Booke, -- carw -- Gibbs -- Williams ---- LASO Graph 2 Second Grade SECOND GRADE Stanford Achievement Tests 0-+-----........ ------,-------,-----..--------1 FEAD LANG ENVPNNT BASEBATT eot.f'BATT 7 Grade Three There were 1789 third grade students in the LRSD who took the Stanford Achievement tests in the spring of 1994. Tests data were provided by the LRSD. The ADE does not require that school districts administer the SAT at the third grade level\ntherefore, .state data are not available. Magnet school third grade test data are compared to national and LRSD data in the table that follows. The subtests for which test results are reported include: Total Reading\nTotal Math\nTotal Language\nBasic Battery\nScience\nSocial Science\nand Total Battery. The table that follows depicts results of the third grade achievement tests for magnet school students compared to the national and LRSD average mean NCE scores. School TOTL READ NAT'L 50.0 LRSD 46.2 BOOKER 45.6 CARVER 53.0 GIBBS 57.5 WLLMS 61. 6 Third Grade Stanford Achievement Test Magnet Schools\\ LRSD \\ National TOTL TOTL BASE SCIE MATH LANG BATT 50.0 50.0 50.0 50.0 50.7 50.5 48.4 46.3 47.5 51. 5 47.1 44.8 58.7 59.8 55.5 55.6 72.4 61. 6 64.1 62.9 65.0 67.8 65.3 63.2 SOCL TOTL SCIE BATT 50.0 50.0 51.1 48.0 48.9 46.4 58.4 55.9 69.9 65.5 68.9 65.9 Third grade students at Carver, Gibbs and Williams magnets consistently scored above the LRSD and national means. Booker students were at or just below the LRSD and national mean scores. The line graph that follows depicts tests results from the third grade SAT tests administered in the spring of 1994. 8 Legend N::11002! St:ote Booker C:m,e, Gbbs Willb.ms LASO Graph 3 Third Grade THIRD GRADE Stanford Achievement Tests 100 90 --- /_ - 60 c:----- 10 20 0 PEAD -- -- M'\\11-1 ....... .__ - - -- - ----- LANG BASBATT SOENCE 9 -- --- ---- socsa COM'BATT Grade Four The Stanford Achievement Test is mandated by ADE for all fourth grade students in the state. In the spring of 1994 more than thirty thousand (30,621) students were tested. A total of 1721 fourth grade students in the LRSD were tested. The table that follows compares the mean NCE scores for magnet school students to the national, state, and LRSD mean NCE scores. Further, comparisons are made between like type students (blacks compared to blacks, whites compared to whites) for the magnet schools and the state. Weighted magnet school mean scores are compared to state mean scores. National test scores are not disaggregated by race. School NAT'L STATE LRSD MAGNETS BOOKER CARVER GIBBS WLLMS Fourth Grade Stanford Achievement Test Magnet Schools\\ LRSD \\AR\\ National TOTL TOTL TOTL BASE SCIE SOCL READ MATH LANG BATT SCIE 50.0 50.0 50.0 50.0 50.0 50.0 51. 8 54.7 53.3 53.7 53.5 55.8 49.2 56.1 52.6 53.1 50.2 56.0 58.9 66.4 63.2 64.1 64.9 67.2 47.9 56.1 55.2 52.8 49.0 55.8 58.6 64.5 61. 8 62.5 64.9 69.8 61. 6 72.2 61. 0 67.3 62.8 69.0 64.6 73.3 70.3 71. 4 62.6 69.1 COMP BATT 50.0 54.1 53.1 64.9 52.8 64.3 67.9 71. 6 All magnet schools scored at or above the national and state average. Gibbs, Williams and Carver magnet school students scored well above the national, state and district average. The line graphs that follows depict the scores on the subtests for fourth grade magnet school students. Additional line graphs are used to depict the comparisons of like type students in magent schools and across the state. The national mean NCE score (50) for all students, as well as the mean NCE score for all students across the state are also included on the graph. Further, the graphs compare the mean NCE scores of magnet school students to scores for fourth grade students in the LRSD, the state and across the nation (Graph 4). The table compares scores for each of the magnets to national, state and district scores and depicts difference in mean scores. 10 Legend NAT'L - STATE LRSD - MAGNETS - Graph 4 Fourth Grade FOURTH GRADE Stanford Achievement Tests 100 80 - ~ 60 ~ jji\"\"\"\" 40 20 0 READ - MATH -----~ BBATT SCIE Fourth Grade SOCSCIE Stanford Achievement Tests - by Subtests Magnet Schools\\ LRSD \\AR\\ National Subtest Magnet National State score diff score diff score READ 58.9 50.0 8.9 51. 8 7.1 49.2 MATH 66.4 50.0 16.4 54.7 11. 7 56.1 LANG 63.2 50.0 13 .2 53.3 9.9 52.6 B BATT 64.1 50.0 14.1 53.7 10.4 53.1 SCIE 64.9 50.0 14.9 53.5 11. 4 50.2 SOC SCIE 67.2 50.0 17.2 55.8 11. 4 56.0 C BATT 64.9 50.0 14.9 54.1 10.8 53.1 11 - CBATT LRSD diff 9.7 10.3 10.6 11. 0 14.7 11.2 11. 8 The table on the previous page compared PCIMS students' scores with students' scores in the LRSD, the state and the nation on all subtests. Magnet school students scored from 8.9 points (read) to 17.2 points (social science) higher than students across the nation. PCIMS students scored 7.1 points (reading) to 11.7 points (math) higher -than students in the state and 9.7 -points (reading) to 14.7 points (science) higher than students in the LRSD. The graph below shows student scores for each of the magnet schools compared to national, state and LRSD student scores. Legend National - Stat~ - Bookor -Car-...ar - Gibbs - Williams ---- LRSO Graph 5 Fourth Grade FOURTH GRADE 100 00 ~ 00 -__..... 20 0 READ Stanford Achievement Tests - -~ - - ---- ~ - - - IIM.1H LANG B'.SBATT SCIENCE 12 - ------- -- socsa COMPB'.TT The graphs that follow compare students in the magnet schools with like-type students across the state, as well as with students (all races as a group) across the state and nation. Graph six compares test scores for black students. Graph 6 Fourth Grade FOURTH GRADE 100 80 60 - ~ __..,.- 40 ~ ,--------, 20 Legend Naticn\" -- State (al) -- Magnet (B) -- State(B) -- LRSD 0 READ MATH Black Students - - LANG SCIEN:\nE SOCSCIE 13 BAS BATT COMPBO.TT Graph 7 that follows compares scores for white students. Legend Natia,al State (all) Magnet (W) State t\n,'I) LRSD Graph 7 Fourth Grade FOURTH GRADE 100 80 .... - 80 _.... 40 0 READ MATH White Students ---- - LANG SCl8'1CE SOCSCIE BASBATT CCMPBATT Magnet school students outperformed their counterparts across the state and did better than all students, as a group for the district the state and the nation. 14 Grade Five There were 1695 fifth grade students in the LRSD who took the Stanford Achievement Tests in the spring of 1994. The ADE does not mandate the SAT for fifth grade students and no state scores are available. The table that follows depicts the scores of magnet school students compared to the national and LRSD mean NCE scores. School TOTL READ NAT'L 50.0 LRSD 45.4 BOOKER 50.2 CARVER 51. 6 GIBBS 59.8 WLLMS 56.5 Fifth Grade Stanford Achievement Test Magnet Schools\\ LRSD \\ National TOTL TOTL BASE SCIE MATH LANG BATT 50.0 50.0 50.0 50.0 55.0 53.0 49.9 51. 7 66.3 57.9 57.2 58.3 59.9 58.0 55.8 63.3 67.8 64.4 63.4 62.9 71. 5 61. 7 63.4 65.0 SOCL TOTL SCIE BATT 50.0 50.0 53.0 50.3 54.8 57.4 57.3 57.3 67.2 64.9 57.5 64.0 All magnet school students scored at or above the national and LRSD average mean NCE. The graph that follows provides a visual depiction of the comparison of test scores. Data were not available to compare like-type students for grade five. Data disaggregated by race are not provided for grades for which testing is not mandated by ADE. 15 Legend National Sta~ Book ... carGibbs Wiliams LRSO Graph 8 Fifth Grade FIFTH GRADE Stanford Achievement Tests 100~-----------------------------, 00+----------------------------1 20+-------------------------- 0-+-------,-----,-------.------.-----.....--------i READ MA11-1 LANG BASBATT SCIENCE socsa COM'BATT 16 Grade Six A total of 1763 LRSD sixth grade students were administered the Stanford Achievement Tests in the spring of 1994. The ADE does not mandate that sixth grade students take the achievement tests. No state test data are available. The table and graph that follow compare the test data for magnet school students with the test data for sixth grade students in the LRSD and across the nation. School TOTL READ NAT'L 50.0 LRSD 51. 2 BOOKER 62.0 CARVER 60.2 GIBBS 63.8 WLLMS 61. 4 Sixth Grade Stanford Achievement Test Magnet Schools\\ LRSD \\ National TOTL TOTL BASE SCIE MATH LANG BATT 50.0 50.0 50.0 50.0 55.0 51. 6 53.3 53.5 62.5 62.1 63.9 58.0 61. 8 56.1 60.5 63.1 65.5 60.2 63.3 61.1 65.9 61.1 63.3 63.7 SOCL TOTL SCIE BATT 50.0 50.0 54.1 53.3 62.4 63.8 60.3 61. 3 66.5 63.6 62.6 63.9 Magnet school sixth grade students scored well above the LRSD and national average. Mean NCE scores for magnet students, generally were 10 points above the district and national averages. The graph that follows depicts the performance of magnet school sixth grade students compared with students in the LRSD and across the nation. 17 Legend Nalional State Book., Car'tl'ilr Gbbs Wlltams LASO Graph 9 Sixth Grade SIXTH GRADE Stanford Achievement Tests 100-,-----------------------------~ BJ-t----------------------------------1 60 ----------------------- 'I0+---------------------------------1 lD+---------------------------------1 O+-----r---------,------.------r------,----------1 fl:AD M'\\TH LANG BASBATT SCIENCE socsa COM'BATT 18 Grade Seven The ADE mandates that all seventh grade students be administered the Stanford Achievement Tests. A total of 32,144 sixth grade students across the state took the SAT in the spring of 1994. There were 272 seventh grade students at Mann Junior High School who took the SAT. The tables and graphs that follow compare the mean NCE scores of students across the nation, in the state of Arkansas, the LRSD and Mann magnet school. Addtiional line graphs are provided to depict the comparisons of like-type students in magent schools and across the state. The national mean NCE score (50) for all students, as well as the mean NCE score for all students across the state are also included on the graph. School NAT'L STATE LRSD MANN Seventh Grade Stanford Achievement Test Magnet Schools\\ LRSD \\AR\\ National TOTL TOTL TOTL BASE SCIE SOCL READ MATH LANG BATT SCIE 50.0 50.0 50.0 50.0 50.0 50.0 50.2 48.1 52.3 49.2 56.6 49.6 47.3 46.0 50.9 47.3 49.0 48.6 54.6 50.4 56.6 53.2 56.0 53.4 COMP BATT 50.0 50.1 47.6 53.9 Mann magnet school seventh grade students scored higher than the national, state and LRSD mean NCE on all the subtests and the basic and complete batteries. The graph that follows provides a visual comparison of the magnet school students' scores with LRSD, state, and national scores. 19 - Legerd N,t\non,i -Stale -- Ma-in - - - - LASO Graph 10 Seventh Grade SEVENTH GRADE Stanford Achievement Tests 100 80 60 - - - ~ ~ .. ---------------- ------- 40 20 0 READ M'\\lH LANG 81\\SBATT SOENCE socsa - COt.f'BATT Test data for seventh grade students are also disaggregated by race for the magent school and the state. The table that follows compares data for black and white magnet school students to black and white students across the state, all students (all races) in the LRSD, the state, and the nation. 20 School NAT-ALL LRSD-ALL STATE-BL MANN-BL STATE-WH MANN-WH Seventh Grade Stanford Achievement Test Magnet Schools\\ LRSD \\AR\\ National TOTL TOTL TOTL BASE SCIE SOCL READ MATH LANG BATT SCIE 50.0 50.0 50 . 0 50.0 50.0 50.0 47.3 46.0 50.9 47.3 49.0 48.6 38.3 40.6 46.2 39.7 42.7 40.9 45.9 43.6 48.1 45.1 45.9 46.0 55.0 51. 9 56.6 53.4 61.1 53.4 66.4 59.3 66.0 63.9 69.7 63.4 COMP BATT 50.0 47 . 6 39.4 44.9 54.6 65.7 Mann magnet students scored from 2 points (black students-lang) to 11.4 points (white students-read) higher than their counterparts across the state on the various subtests. The graphs that follow depict differences in the NCE mean scores for like-type students across the state and the national NCE mean score for all students (50) and the LRSD mean NCE of all students. 21 Legend National -- Slat-6 -- Mann--61 ---- LASO Graph 11 Seventh Grade Black Students SEVENTH GRADE Stanford Achievement Tests 100 00 60 ---- --------- ------------ -~ -----........_ ) Z) 0 AE...O MATH UNG lll\\SBATT SOENCE socsa CXll,.f'eA TT 22 Legerd National St:ii9--WHT Mann-wHT LRSD Graph 12 Seventh Grade White Students -SEVENTH GRADE Stanford Achievement Tests 100~-------------------------~ --- --- ------------ 40+-------------------------------\nal 0 READ MATH LANG BASBATT SCIENCE SOC SCI 23 Grade Ten A total of 27,170 Arkansas tenth grade students took the Stanford Achievement Tests in the spring of 1994. In the LRSD there were 1,512 students who were administered the SAT. The SAT was administered to 245 tenth grade students at Parkview High School-._ The table and graph that follow depict the results of test analysis of Parkview students compared to students in the LRSD and across the state and nation. School NAT'L STATE LRSD PRKVIEW Tenth Grade Stanford Achievement Test Magnet Schools\\ LRSD \\AR\\ National TOTL TOTL ENGL BASE SCIE SOCL READ MATH BATT SCIE 50.0 50.0 50.0 50.0 50.0 50.0 49.6 45.3 48.5 48.5 52.0 52.0 49.5 46.0 49.3 49.7 49.2 51. 5 56.8 52.3 58.0 57.3 57.6 56.6 COMP BATT 50.0 49.4 50.1 58.0 Parkview Magnet School tenth grade students' mean NCE scores were above the mean NCE scores for tenth grade students in the LRSD and across the state, and the nation. The graphs that follow depict the comparisons of Parkview Magnet School students' NCE scores with students' NCE scores across the state, with the national NCE mean score (50) and the LRSD mean NCE scores for all students. The graphs compare all students at Parkview with all students in the LRSD, state and nation. Additional graphs compare students at Parkview with like-type students across the state and all students as a group for the LRSD and the nation. 24 Le\niend Natlooal -- stal -- Park'liM\" ---- LRSD Graph 13 Tenth Grade All Students TENTH GRADE 100 00 00 i---...... \"'----- l ZJ 0 READ Stanford Achievement Tests - - - - - - - --- MATH LANG BASBATT SCIENCE 25 -- - SOCSCl COMPBATT 100 80 60 ...___ 40 20 Legend National.-ai -- Stal~I -- PrkvwBl 0 - - - - LASO-a.A READ Graph 14 Grade 10 Black Students TENTH GRADE Stanford Achievement Tests - -------- - MATH LANG BASBATT SCIENCE SOCSCl COMPBATT 26 Legend NationaH:~I -- Sta:~Wlt -- Prk'M'-Whl - - - - LASO-al 100 80 60 Graph 15 Grade 10 White Students TENTH GRADE Stanford Achievement Tests ~ ~ - - - r--,......___ '\"\" ----------------- --..\n-\n--- 40 20 0 READ MATH LANG BASBATT SCIENCE SOCSCI COM'BATT 27 Conclusions Grades 1-3 Carver, Gibbs and Williams magnet school students (as a group) generally scored 5-10 points higher than students in grades 1-3 in the LRSD, the state, and the nation. Booker students (as a group) in grades 1-3 scored at or above the mean scores of students in grades 1-3 across the state and the nation. Grade 4 Magnet school students (as a group) generally scored 10 points higher than fourth grade students in the LRSD, the state and the nation. Both black and white students scored well above their counterparts across the state. The disparity between black and white students' scores remains significantly high (from 14 to more than 20 NCE points). Grades 5-6 Magnet school students (as a group) in grades 5 and 6 scored 6 to 10 points higher than students in grades 5 and 6 across the state and the nation. Grade 7 Seventh grade magnet students (as a group) scored 4-6 points higher than students across the state, the LRSD and the nation. Both black and white magnet school students scored higher than like-type students across the state. The disparity between white and black students' scores remains significantly high (from 15 to 20 NCE points). Grade 10 Tenth grade magnet school students (as a group) scored higher than other tenth grade students across the LRSD, the state and the nation. Black and white magnet school students scored higher than like-type students across the state. The disparity between black student and white student scores persists in grade ten. 28 PULAKSI COUNTY IHTERDISTRICT MAGNET SCHOOLS EVALUATION Formative Evaluation: Desegregation BACKGROUND The purpose of this fromative evaluation is to gain insight into the assessment of the objectives in Expected Outcomes, Number 2, (A, B, C, \u0026amp; D) as stated below. To develop procedures and instrumentation for data collection regarding the contribution of the magnet schools toward the \"desegregation\" goals of the project: A. What is revealed by enrollment data about the attainment of objectives relative to enrollment? B. What are the social interactions between and within the disaggregated groups by race and sex? Is there evidence of student isolation and solidarity? c. Is there evidence of sterotyping, graffiti, and name calling? D. What are the interactions of administrators, staff and students, and between teachers and students? METHODS After notification and approval of the evaluation proposal from the MRC, the research team began to develop and review instruments and procedures to collect data for assessment objectives. Enrollment, Placement and Waiting Lists. A. What is revealed by enrollment data about the attainment of objectives relative to enrollment? Findings Student racial allocations for the total enrollment for all the magnet schools is approximately 50-50 for minority and nonminority students. Additionally, a \"shadow area\" is designated surrounding each magnet school from which up to twenty-five percent (20%) of seats (enrollment slots) are filled. The table that follows provides the enrollment data for students on the date of the site visit as provided by the principal's office at each magnet school site. 29 DESEGREGATION SCHOOL B M \\ % BOOKER 156\\ ENR. 25.9 601 CARVER 173\\ ENR. 28.7 601 GIBBS 85\\ ENR. 28.2 301 WLLMS 137\\ ENR. 28.8 475 MANN 197\\ ENR. 24.4 806 PKVIEW 180\\ ENR. 23.9 753 TOTAL 928\\ ENR. 26.2 3537 Student Enrollment: By Race and Gender H= 3537 B F T B WM W F TW \\ % \\ % \\ % \\ % \\ % 160\\ 316\\ 109\\ 166\\ 275\\ 26.6 52.6 18.1 27.6 45.8 154\\ 327\\ 159\\ 107\\ 266\\ 25.6 54.4 26.4 17.8 44.3 87\\ 172\\ 70\\ 50\\ 120\\ 28.9 57.1 23.3 16.6 39.9 124\\ 261\\ 95\\ 111\\ 206\\ 26.1 54.9 20.0 23.4 43.4 261\\ 458\\ 156\\ 176\\ 332\\ 32.4 56.8 19.4 21.8 41.2 267\\ 444\\ 125\\ 164\\ 289\\ 35.6 59.4 16.6 21.8 38.4 1053\\ 1982\\ 714\\ 774\\ 1488\\ 29.8 56.0 20.2 21.9 42.1 OTHER \\ % 10\\ 1.6 8\\ 1.3 9\\ 3.0 8\\ 1. 7 16\\ 2.0 17\\ 2.3 68\\ 2.0 There were 1981 black students enrolled in the PCIMS accounting for 56 percent of the student enrollment. White students accounted for 42 percent of the enrollment . There were 68 students listed as \"other\" who accounted for two percent of the enrollment. The magnet school enrollment data reflected that 46 percent of the students were males and 52 percent were females. The remaining two percent (others) was not disaggregated by gender. Parkview Magnet School had the highest percentage of black students at 59.4 percent. However, only 9 white students were on the waiting lists for Parkview Magnet School. Booker Magnet School had the highest percentage of white students at nearly 46 percent. Conclusions PCIMS substantially met its goals with regard to enrollment, by race and gender. 30 Sociograms. B. What are the social interactions between and within the disaggregated groups by race and sex? Is there evidence of student isolation and solidarity? Sociometric techniques used for prior evalaution activities were used for the 1993-94 evaluation project. Previous evaluations have provided a research foundation relative to the \"appropriateness\" and usefulness of sociograms in quantifying students' relationships. The sociogram was developed to enable the research staff to make assessments relative to student interactions in a school setting, both in and out of the classroom. Classroom relationships are assessed by the portion in which students choose other students with whom to sit near and with whom to work. Other social relationships are assessed by the portion in which the students choose other students with whom they prefer to play. Sociograms were administered in the fall and the spring. The report presents complete data from the fall administration of the sociograms. Only data from the spring administration which reflect a significant change in data from the fall administration are presented in total. The Chi-Square Test for Independence was chosen to assess and evaluate the significance of student choice patterns. Chi-Square is the most appropriate statistical test for nominal data and is used to compare categorical data such as sociometric data. The .05 level was chosen for significance (to reject the null hypothesis-- that is, there is no difference in the choice patterns of two disaggregated groups). A statistical difference is noted for inter-group probabilities of .05 or less. Contingency coefficients, which are similar to other correlation coefficients, are also provided as a measure of relationships. The PC utilizing the software package \"Statistics With Finesse\" was selected to analyze the data yielded by the sociograms (Bolding, 1990) . Sociogram data and conclusions drawn from previous reports were considered to compare and contrast student choice patterns where appropriate. Site visits by an evaluation team were made to gather data relative to the evaluation activities. An eight-member team consisted of professionals from Arkansas State University. Team members possessed competencies in specialty areas of elementary, secondary and physical education, early childhood education, education administration and program evaluation. 31 The purpose of the site visits was to collect data relevant to the assessment of project objectives. Each magnet school was visited by two evaluation team professionals. The project director visited all magnet school sites during the two-day visit. Visits lasted from three to four hours and included observations of classroom and non-classroom activities. Forms were developed and used to record and codify data collected during the observation visits . Both quantitative and qualitative data were collected. Findings A total of 858 sociograms were administered in the Pulaski County Interdistrict Magnet Schools during the fall of 1993. A total of 882 students completed the sociograms in the spring of 1994. Black students accounted for 54 percent of the total enrollment to which sociograms were administered. White students accounted for the remaining 46 percent. Students' race was disaggregated for only two groups -- blacks and whites. Students were also disaggregated by gender (sex). Males accounted for 48 percent of the students while females accounted for 52 percent. Student groups were further disaggregated into four subgroups: blacks males, black females, white males and white females. Disaggregated groups were contrasted and compared to assess significant differences, if any,_ in choice patterns for the subgroups. Sit With Each student chose five students in his\\her classroom they would prefer to sit near. Statistical analysis of these data are presented in the tables that follow. Complete data are provided for the fall administration of the sociograms. Data for the spring administration are presented only if significant differences in choice patterns were noted. Disaggregated by Race--Black Students Compared to White Students There was a significant difference in the choice patterns of black students and white students in choosing students of the opposite race to sit near. For the fall administration, a ChiSquare of 27.3802 was computed which yielded a Contingency Coefficient of 0.1759 and a Probability of 0.0001. Black students were more likely (17.6 %) than white students (7.4 %) to choose to sit by no students of the opposite race. 32 On the spring administration data revealed that black students (10.9%) continued to be more likely than white students (4.3%) to choose no students of the opposite race to sit near. Data for the fall administration and statistical analysis for both the fall and spring administrations are provided in the table that follows. Race Black Stud. % White Stud. % Total % Sociogram -- Sit With Opposite Race Black Students Compared to White Students N=858 Number of Students of Opposite Race 0 1 2 3 4 82 130 133 83 33 17.6 27.8 28.5 17.8 7.1 29 102 111 97 46 7.4 26.1 28.4 24.8 11.8 111 232 244 180 79 12.9 27.0 28.4 21.0 9.2 Chi-Square Test for Independence Chosen 5 6 1.3 6 1.5 12 1.4 Fall Spring Number of Observations 858 882 Chi-Square 27.3802 41. 5502 Contingency Coefficient 0.1759 0.2121 Degree of Freedom 5 5 Probability 0.0001 0.0001 Disaggregated by Sex -- Males Compared to Females Sex of the student was a significant variable in the choice patterns of students choosing members of the opposite race to sit with. In the fall administration of the sociograms a Chi-Square of 12.7846 was computed producing a Contingency Coefficient of 0.1212 and a Probability of 0.0255. Almost 15 percent (14.9%) of the females but only about 11 percent (10.8%) of the males chose no students of the opposite race to sit near. In the spring administration both males and females were no more likely to choose students of the opposite race to sit with than they were during the fall administration. Nearly 12 percent (11.6%) of the males and nearly 19 percent (18.8%) of the females chose no students of the opposite race to sit with. Complete data for the fall administration and statistical anlysis of the spring administration are presented in the table that follows. 33 Sociogram -- Sit With Opposite Race Males Students Compared to Female Students N=858 Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Males 45 109 110 96 so 6 % 10.8 26.2 26.4 23.1 12.0 1.4 Females 66 123 134 84 29 6 % 14.9 27.8 30.3 19.0 6.6 1.4 Total 111 232 244 180 79 12 % 12.9 27.0 28.4 21.0 9.2 1.4 Chi-Square Test for Independence Fall Spring Number of Observations 858 882 Chi-Square 12.7846 27.6661 Contingency Coefficient 0.1212 0.1744 Degrees of Freedom 5 5 Probability 0.0255 0.0001 Black Males Compared to Black Females No significant differences in the choice patterns between black males and females were noted in analysis of the fall sociogram data. Black females (19.3 %) were more likely than black males (15.6 %) to choose no students of the opposite race to sit near. Analysis of the fall administration data yielded a Chi-Square of 1.8672, a Contingency Coefficient of 0.0631 and a Probability of 0.8672. Analysis of the spring administration data revealed a difference in choice patterns when comparing black males and black females. In the fall black males were more likely to choose students of the opposite race to sit with than were black females. Less than 16 percent (15.6%) of the males and more than 19 percent (19.3%) of the females chose to sit with no students of the opposite race. During the spring administration a significant difference was noted in the choice patterns of black males and black females. More than 80 percent (84.3%) of the black males chose at least one student of the opposite race to sit with. Only about 75 percent (74.9%) of the black females chose at least one student of the opposite race to sit with. The tables that follow depict the comparison of black males and black females for the fall and spring administration of the sociograms. 34 Race Black Males % Black Females % Total % Sociogram -- Sit With Opposite Race Black Males Compared to Black Females N=467 Number of Students of Opposite Race 0 1 2 3 4 35 61 67 40 18 15.6 27.2 29.9 17.9 8.0 47 69 66 43 15 19.3 28.4 27.2 17.7 6.2 82 130 133 83 33 17.6 27.8 28.5 17.8 7.1 Chi-Square Test for Independence Fall Number of Observations 467 Chi-Square 1.8672 Contingency Coefficient 0.0631 Degrees of Freedom 5 Probability 0.8672 Sociogram -- Sit With Opposite Race Black Males Compared to Black Females N=471 Number of Students of Opposite Race Race 0 1 2 3 4 Black Males 37 62 72 35 23 % 15.7 26.3 30.5 14.8 9.7 Black Females 59 72 65 30 7 % 25.1 30.64 27.7 12.8 3.0 Total 96 134 137 65 30 % 20.4 28.5 29.1 13.8 6.4 Chi-Square Test for Independence Spring Number of Observations 471 Chi-Square 17.8393 Contingency Coefficient 0.1910 Degrees of Freedom 5 Probability 0.0032 35 Chosen 5 3 1.3 3 1.2 6 1.3 Chosen 5 7 3.0 2 0.9 9 1.9 Black Males Compared to White Males Analysis of data from the fall administration of the sociograms reflected a significant difference in the choice patterns of black males and white males. Black males (15.6%) were more likely than white males (5.2%) to chose no students of the oposite race to sit with. Both subgroups were less likely to choose no students of the opposite race to sit with during the 1993-94 fall administration (blacks 15.6%, whites 5.2%) than in the 1992-93 fall administration (blacks 17.7%, whites 9.7%). Analysis of data from the spring administration yielded about the same results as the analysis of the fall sdministration. Data are presented in the table that follows. Race Black Males % Whites Males % Total % Sociogram -- Sit With Opposite Race Black Males Compared to White Males N=416 Number of Students of Opposite Race 0 1 2 3 4 35 61 67 40 18 15.6 27.2 29.9 17.9 8.0 10 48 43 56 32 5.2 28.4 27.2 17.7 6.2 45 109 110 96 50 10.8 26.2 26.4 23.1 12.01 Chi-Square Test for Independence Chosen 5 3 1.3 3 1.2 6 1.4 Fall Spring Number of Observations 416 441 Chi-Square 24.9485 23.7754 Contingency Coefficient 0.2379 0.2262 Degrees of Freedom 5 5 Probability 0.0001 0.0002 Black Males Compared to White Females No significant differences were noted in the choice patterns of black males and white females during the fall administration of the sociograms. Black males tended to be less likely to choose students of the opposite race than were white females. The same tendencies were noted for the spring adminstration\nhowever, neither of these differences was statistically significant. 36 Data analysis comparing black males and white females are presented in the table that follows. Sociogram -- Sit With Opposite Race Black Males Compared to White Females N=423 Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Black Males 35 61 67 40 18 3 % 15.6 27.2 29.9 17.9 8.0 1.3 White Females 19 54 68 41 14 3 % 9.5 27.1 34.2 20.67 7.0 1.5 Total 54 115 135 81 32 6 % 12.8 27.2 31.9 19.1 7.6 1.4 Chi-Square Test for Independence Fall Spring Number of Observations 423 442 Chi-Square 4.2238 10.2525 Contingency Coefficient 0.0994 0.1506 Degrees of Freedom 5 5 Probability 0.5177 0.0684 Black Females Compared to White Males As with other subgroups compared to white males a significant difference was noted in the choice patterns when comparing black females and white males. Only 5.2 precent of the white males chose to sit by no students of the opposite race while 19.3 percent of the black females chose not to sit with any students of the opposite race. No change in significance was noted during the spring adminstration of the sociograms. White males continued to be more likely to choose students of the opposite race to sit with than black females. Data analysis comparing black females and white males are presented in the table on the following page. 37 Sociogram -- Sit With Opposite Race Black Females Compared to White Males N=435 Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Black Females 47 69 66 43 15 3 % 19.3 28.4 27.2 17.7 6.2 1.2 White Males 10 48 43 56 32 3 % 5.2 25.0 22.4 29.2 16.7 1.6 Total 57 117 109 99 47 6 % 12.8 27.2 31.9 22.8 10.8 1.4 Chi-Square Test for Independence Fall Spring Number of Observations 435 440 Chi-Square 34.9977 55.3834 Contingency Coefficient 0.2729 0.3344 Degrees of Freedom 5 5 Probability 0.0001 0.0001 Black Females Compared to White Females No statistically significant differences were noted during the fall administration in student choice patterns when black females were compared to white females. -White females were less likely to choose no students of the opposite race than where black females. Each of the subgroups (blacks 25.1 % - whites 29.5%) was similar in choosing three or more students of the opposite race to sit near. Analysis of the spring data revealed a significant difference in choice patterns of black females and white females. The percent of white females choosing three or more students of the opposite race to sit with stayed relatively the same while the number of black students choosing three or more students to sit with declined. Data comparing black females and white females are presented in the tables on the following page. 38 Race Black % White % Total % Sociogram -- Sit With Opposite Race Black Females Compared to White Females N=442 Number of Students of Opposite Race 0 1 2 3 4 Females 47 69 66 43 15 19.3 28.4 27.2 17.7 6.2 Females 19 54 68 41 14 9.5 27.1 34.2 20.6 7.0 66 123 134 84 29 14.9 27.8 30.3 19.0 6.6 Chi-Square Test for Independence Fall Number of Observations 442 Chosen 5 3 1.2 3 1.5 6 1.4 Chi-Square 9.5344 Contingency Coefficient 0.1453 Degrees of Freedom 5 Probability 0.0896 Sociogram -- Sit With Opposite Race Black Females Compared to White Females H=441 Humber of Students of Opposite Race Chosen Race 0  l 2 3 4 5 Black Females 59 72 65 30 7 2 % 25.1 30.6 27.7 12.8 3.0 0.9 White Females 24 46 78 44 11 3 % 11.7 22.3 37.9 21.4 5.3 1.5 Total 83 118 143 74 18 5 % 18.8 26.8 32.4 16.8 4.1 1.1 Chi-Square Test for Independence Fall Humber of Observations 441 Chi-Square 23.6022 Contingency Coefficient 0.2254 Degrees of Freedom 5 Probability 0.0003 39 White Males Compared to White Females Significant differences were noted in student choice patterns when comparing white males and white females in choosing students of the opposite race to sit near. White males were less likely than white females to choose no students of the opposite race to sit near. Males were also more likely to choose three or more students of the opposite race to sit near. No change in the significant differences in white males and white females were noted from the spring administration of the sociograms. Analysis of data from the spring administration are presented in the table that follows . Race White Males % White Females % Total % Sociogram -- Sit With Opposite Race White Males Compared to White Females N=411 Number of Students of Opposite Race 0 1 2 3 4 14 44 59 59 28 6.8 21.5 28.8 28.8 13.7 24 46 78 44 11 11.7 22.3 37.9 21.4 5.3 38 90 137 103 39 9.2 21.9 33.3 25.1 9.5 Chi-Square Test for Independence Chosen 5 1 0.5 3 1.5 4 1.0 Spring Number of Observations 411 Chi-Square 15.9034 Contingency Coefficient 0.1930 Degrees of Freedom 5 Probability 0.0071 40 The table that follows summarizes the data analysis of the fall and the spring administration of the sociograms. Significant differences in student choice patterns are noted as (S). Non-significant differences are noted as (NS). Summary Student Choice Patterns Sit With STUDENT SUBGROUPS\\ COMPARISON Black Students\\ White Students Males \\ Females Black Males \\ Black Females Black Males \\ White Males Black Males \\ White Females Black Females \\ White Males Black Females \\ White Females White Males\\ White Females Fall s s NS s NS s NS s * S = Significant N = Not Sign.i ficant Conclusions Spring s s s s NS s s s * White males are more likely than other student subgroups to choose students of the opposite race to sit near. * Black females are less likely than other student subgroups to choose students of the opposite race to sit near. 41 Work With Students were asked to name five other students with whom they would like to work. The narrative and tables that follow reflect the analysis of response data. Disaggregated by Race-~ Black Students Compared To White Students Data analysis revealed no significant differences in choice patterns of students with whom to work when groups were disaggregated by race. Slightly more than 14 percent (14 . 3%) of the black students and ten percent (10 %) of the white students choose no students of the opposite race to work with. The sociograms were administered to 858 students during the fall semester. A Chi-Square of 9.4940 was computed yielding a Contingency Coefficient of 0.1046 and a probability of 0.0909. Most of the students were grouped in the choice categories of 1,2,or 3 students of the opposite race (blacks, 73.2%\nwhite, 80. 8%). Sociogram -- Work With Opposite Race Black Students Compared to White Students N=858 Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Black Stud. 67 84 149 111 47 9 % 14.3 18.0 31.9 23.8 10.1 1.9 White Stud. 39 93 120 103 28 8 % 10.0 23,8 30.7 26.3 7.2 2.0 Total 106 177 269 214 75 17 % 12.4 20.6 31.4 24.9 8.7 2.0 Chi-Square Test for Independence Fall Spring Number of Observations 858 883 Chi-Square 9.4940 4.3688 Contingency Coefficient 0.1046 0.0702 Degrees of Freedom 5 5 Probability 0.0909 0.4976 42 Disaggregated by Sex -- Males Compared to Females Student choice patterns during the fall administration of the sociograms were not signifcantly different when groups were disaggregated by sex. Females (at 13.8 %) were slightly more likely than males -(at 10.8 %) to choose no students of the opposite race to work with. No changes in significance were noted after analysis of data from the spring administration of the socigrams. Data are presented in the table that follows. Sociogram -- Work With Opposite Race Male Students Compared to Female Students N=858 Number of Students of Opposite Race Chosen Sex 0 1 2 3 4 5 Males 45 85 118 114 43 11 % 10.8 20.4 28.4 27.4 10.3 2.6 Females 61 92 151 100 32 6 % 13.8 20.8 34.2 22.6 7.2 1.4 Total 106 177 269 214 75 17 % 12.4 20.6 31.4 24.9 8.7 2.0 Chi-Square Test for Independence Fall Spring Number of Observations 858 883 Chi-Square 9.9613 9.9627 Contingency Coefficient 0.1071 0.1056 Degrees of Freedom 5 5 Probability 0.0763 0.0763 43 Black Males Compared to Black Females No significant differences were noted when black males were compared to black females. During the fall administration black females (at 16. 9%) were more _ likely thcll). black males (at 11_. 6%) to choose no students of the opposite race to work with. Males (at 40.2%) were more likely than females (at 31.4%) to choose at least three students of the opposite race to work with. Data relative to the choice patterns of black males compared to black females are presented in the table that follows. Complete data are presented for the fall administration of the sociograms. Only statistical analysis data are presented for the spring administration. Sociogram -- Work With Opposite Race Black Males Compared to Black Females N=467 Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Black Males 26 37 71 56 27 7 % 11.6 16.5 31.7 25.0 12.1 3.1 Black Females 41 47 78 55 20 2 % 16.9 29.3 32.1 22.6 8.2 0.8 Total 67 84 149 111 47 9 % 14.3 18.0 31.9 23.8 10.1 1.9 Chi-Square Test for Independence Fall Spring Number of Observations 467 472 Chi-Square 7.9470 5.3664 Contingency Coefficient 0.0294 0.1060 Degrees of Freedom 5 5 Probability 0.1592 0.3728 44 Black Males Compared to White Males No statistically significant differences in choice patterns were noted when black males were compared to white males . White males (at 91.1%) were slightly more likely than black males (at 88.6%) to choose at least one student of the opposite race to work with during the fall administration. Complete data from the fall administration and of the sociograms and statistical anlaysis of spring data comparing black males and white males are presented in the table that follows. Sociogram -- work With Opposite Race Black Males Compared to White Males N=416 Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Black Males 26 37 71 56 27 7 % 11.6 16.5 31. 7 25.0 12.1 3.1 White Males 19 48 47 58 16 4 % 9.9 25.0 24.5 30.2 8.3 2.1 Total 45 85 118 114 43 11 % 10.8 20.4 28.4 27.4 10.3 2.6 Chi-Square Test for Independence Fall Spring Number of Observations 416 442 Chi-Square 8.6506 3.3320 Contingency Coefficient 0.1427 0.0865 Degrees of Freedom 5 5 Probability 0.1238 0.6490 45 Black Males Compared to White Females No statistically significant differences were noted in students ' choice patterns for working with students of the opposite race when black males were compared to white females. Only about ten percent (11.6% of black males\n10 . 1% of white females) chose no students of the opposite race to work with. A chi-Square of 7.9265 was computed for the fall administration yielding a Contingency Coefficient of 0.1356 and a Probability of 0.1603 . Data comparing black males and white females are presented in the table that follows . Sociogram -- Work With Opposite Race Black Males Compared to White Females N=423 Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Black Males 26 31 71 56 27 7 % 11.6 16.5 31. 7 25.0 12.1 3.1 White Females 20 45 73 45 12 4 % 10.1 22.6 36.7 22.6 6.0 2.0 Total 46 82 144 101 39 11 % 10.9 19.4 34.0 23.9 9.2 2.6 Chi-Square Test for Independence Fall Spring Number of Observations 423 443 Chi-Square 7.92658 5.6860 Contingency Coefficient 0.1356 0.1126 Degrees of Preedom 5 5 Probability 0.1603 0.3380 46 Black Females Compared to White Males A significant difference in choice patterns for chosing students of the opposite race to work with was noted during the fall when comparing black females and white males. Black females (at 16.9%) were more likely than white males (at 9.9%) to choose no students of the opposite race to work with. Analysis of data from the spring administration revealed no signifcant difference in choice patterns between black females and white males. A Chi-square of 8.6811 yielded a probability of 0.1225. Complete data from the fall administration and the spring administration are presented in the tables on the following page. 47 Race Black Females % White Males % Total % Sociogram -- Work With Opposite Race Black Females Compared to White Males N=435 Number of Students of Opposite Race 0 1 2 3 4 41 47 78 55 20 19.3 28.4 27.2 17.7 6.2 19 48 47 58 16 5.2 25.0 22.4 29.2 16.7 60 95 125 113 36 13.8 21. 8 28.7 26.0 8.3 Chi-Square Test for Independence Fall Chosen 5 2 1.2 4 1.6 6 1.4 Number of Observations 435 Chi-Square 11.1296 Contingency Coefficient 0.1579 Degrees of Freedom 5 Probability 0.0489 Sociogram -- work With Opposite Race Black Females Compared to White Males N=435 Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Black Females 35 49 73 57 14 7 % 14.9 20.9 31.1 24.3 6.0 3.0 White Males 18 38 74 50 22 3 % 8.8 18.5 36.1 24.4 10.7 1.3 Total 53 87 147 107 36 10 % 12.0 19.8 33.4 24.3 8.2 2.3 Chi-Square Test for Independence Spring Number of Observations 440 Chi-Square 8. 6811 Contingency Coefficient 0.1391 Degrees of Freedom 5 Probability 0.1225 48 Black Females Compared to White Females No significant differences were noted in student choice patterns to work with students of the opposite race when black and white females were compared. A Chi-Square of_ 6 .. 7924 was computed that yielded a Contingency Coefficient of 0 .1230 and a Probabil-ity- of 0 . 2365. White females (at 10.1%) were sligthly less likely than black females (at 16.9%) to choose no students of the opposite race to work with. No significant differences were noted after the spring administration of the sociograms . Complete data from the fall administration and data anaylses for the spring administration of the sociograms are presented in the table that follows. Sociogram -- Work With Opposite Race Black Females Compared to White Females N=442 Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Black Females 41 47 78 55 20 2 % 16.9 19.3 32.1 22.6 8.2 0.8 White Females 20 45 73 45 12 4 % 10.1 22.6 36.7 22.6 7.2 2.0 Total 61 92 151 100 32 6 % 13.8 20.8 34.2 22.6 7.2 1.4 Chi-Square Test for Independence Fall Spring Number of Observations 442 441 Chi-Square 6.7924 3.8945 Contingency Coefficient 0.1230 0.0936 Degrees of Freedom 5 5 Probability 0.2365 0.5647 49 White Males Compared to White Females No significant differences were noted in the choice patterns of students to name students of the opposite race to work with when -comparing white males and white females. Both males (at 91. 9% ). and females (at 89.1%) were likely to name at least one student of the opposite race to work with . A Chi-Square of 7.8451 was computed yielding a Contingency Coefficient 0.1402 and a - Probability of 0.1650. No significant differences were noted in the choice patterns of white males and white females after the spring administration of the sociograms. Complete data for the fall administration and data analysis of the spring administration of the sociograms are presented in the table that follows. Sociogram -- Work With Opposite Race White Males Compared to White Females N=391 Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Males 19 48 47 58 16 4 % 9.9 25.0 24.5 30.2 8.3 2.1 Females 20 45 73 45 12 4 % 10.1 22.6 36.7 22.6 6.0 2.0 Total 39 93 120 103 28 8 % 10.0 23.8 30.7 26.3 7.2 2.0 Chi-Square Test for Independence Fall Spring Number of ObservationDatas 391 411 Chi-Square 7.8451 7.4437 Contingency Coefficient 0.1402 0.1334 Degrees of Freedom 5 5 Probability 0.1650 0.1897 50 The table below summarizes the relationships between the student subgroups with regard to the preferences in working with students of the opposite race. Summary Student Choice Patterns Work With STUDENT SUBGROUPS\\ COMPARISON Black Students\\ White Students Males \\ Females Black Males \\ Black Females Black Males \\ White Males Black Males \\ White Females Black Females \\ White Males Black Females \\ White Females White Males\\ White Females Fall NS NS NS NS NS s NS NS * S = Significant N = Not Significant Conclusions Spring NS NS NS NS NS NS NS NS * Only black females were less likely to choose students of the opposite race to work with when compared to other subgroups\nhowever, that difference was noted only during the fall administration. - * Generally, magnet school students tend to choose students of the opposite race to work with without regard to sex or race. 51 Play With In order to further assess the social interactions of students the sociogram asked students to name five other students with whom they w~uld prefer to play. Disaggregated by Race -- Blacks Compared to Whites Student choice to play with students of the opposite race was dependent upon race. Black students (at 25.5%) were more than three times as likely as white students (at 8.7%) to choose no students of the opposite race to play with. A Chi-Square of 68.9028 was computed yielding a Contingency Coefficient of 0.2726 and a Probability of 0.0001. Complete data for the fall administration and data analysis for the spring administration are presented in the table that follows. Sociogram -- Play With Opposite Race Black Students Compared to White Students N=858 Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Black Stud. 119 141 124 57 22 4 % 25.5 30.2 26.6 12.2 4.7 0.9 White Stud. 34 97 112 97 39 12 % 10.0 23,8 30.7 26.3 7.2 2.0 Total 153 238 236 154 61 16 % 17.8 27.7 27.5 17.9 7.1 1.9 Chi-Square Test for Independence Fall Spring Number of Observations 858 882 Chi-Square 68.9028 80.8000 Contingency Coefficient 0.2726 0.2897 Degrees of Freedom 5 5 Probability 0.0001 0.0001 52 Disaggregated by Sex -- Males Compared to Females Student choice patterns for naming students of the opposite race to play with are dependent on sex. A significant difference was noted. Analysis of data for -the fall administration -.of the . sociograms resulted in a Chi-Square of 2T.6497 which yielded a Contingency Coefficient of 0.1767 and a Probability of 0.00-01. - Both males and females were more likely to choose no students of the opposite race in the spring than in the fall. Males were signifcantly more likely to chose students of the opposite race to play with than were females during the spring administration of the sociograms. Female students (fall-22.9%, spring-26.3%) were nearly twice as likely as males (fall-12.5%, spring-17.0%) to choose no students of the opposite race to play with. Complete data from the fall administration and data analysis from the spring administration are presented in the table that follows. Sociogram -- Play With Opposite Race Male Students Compared to Female Students N=858 Number of Students of Opposite Race Chosen Sex 0 1 2 3 4 5 Males 52 112 117 82 41 12 % 12.5 26.9 28.1 19.7 9.9 2.9 Females 101 126 119 72 20 4 % 22.9 28.5 26.9 16.3 4.5 0.9 Total 153 238 236 154 61 16 % 17.8 27.7 27.5 17.9 7.1 1.9 Chi-Square Test for Independence Fall Spring Number of Observations 858 882 Chi-Square 27.6497 33.2581 Contingency Coefficient 0.1767 0.1906 Degrees of Freedom 5 5 Probability 0.0001 0.0001 53 Black Males Compared to Black Females Black males (at 82.9%) were significantly more likely to choose at least one student of the opposite race to play with than were black females (at 67.5%). Analysis of the data resulted in a Chi-Square of 21.3018 which yielded a Contingency Coefficient of 0.2089 and a Probability of 0.0007. Data analysis for the spring administration also resulted in a significant difference in the choice patterns of black males and black females. Complete data for the fall administration and data analysis for the spring administration of the sociograms are presented in the table that follows. Race Black Males % Blavk Females % Total % Sociogram -- Play With Opposite Race Black Males Compared to Black Females N=467 Number of Students of Opposite Race 0 1 2 3 4 40 63 76 30 12 17.9 28.1 33.9 13.4 5.4 79 78 48 27 10 32.5 32.1 19.8 11.1 4.1 119 141 124 57 22 25.5 30.2 26.6 12.2 4.7 Chi-Square Test for Independence Chosen 5 3 1.3 1 0.4 4 0.9 Fall Spring Number of Observations 467 471 Chi-Square 21.3018 21. 6472 Contingency Coefficient 0.2089 0.2096 Degrees of Freedom 5 5 Probability 0.0007 0.0006 54 Black Males Compared to White Males A significant difference was noted in student choice patterns when comparing black males and white males. White males (at 93.7%) were much more likely to choose at least one member of the opposite race to play with than were black males (at -82.1%). Analysis of the fall data resulted in a Chi-Square of 41.0295 yielding -a Contingency Coefficient of 0.2996 and a Probability of 0 . 0001. Data analysis for the spring administration of the sociograms also resulted in significant difference in the choice patterns of black males and white males. These data and analysis of the spring administration data are presented in the table that follows. Race Black Males % White Males % Total % Sociogram -- Play With Opposite Race Black Males Compared to White Males N=416 Number of Students of Opposite Race 0 1 2 3 4 40 63 76 30 12 17.9 28.1 33.9 13.4 5.4 12 49 41 52 29 6.3 25.5 21.4 27.1 15.1 52 112 117 82 41 12.5 26.9 28.1 19.7 9.9 Chi-Square Test for Independence Chosen 5 3 1.3 9 4.7 12 2.9 Fall Spring Number of Observations 416 441 Chi-Square 41.0295 44.2486 Contingency Coefficient 0.2996 0.3020 Degrees of Freedom 5 5 Probability 0.0001 0.0001 55 Black Males Compared to White Females Black males were not signifcantly different from white females in their tendencies for choosing students of the opposite race to play with. White females (at 11.1%) were slightly less likely than black males (at 17.9%) to choose no students of the opposite race to play with. - No significant changes were noted for the spring administration. Data for the fall administration and analysis for the spring administration of the sociograrns are presented in the table that follows. Sociogram -- Play With Opposite Race Black Males Compared to White Females N=423 Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Black Males 40 63 76 30 12 3 % 17.9 28.1 33.9 13.4 5.4 1.3 White Females 22 48 71 45 10 3 % 11.1 24.1 35.7 22.6 5.0 1.5 Total 62 111 147 75 22 6 % 14.7 26.2 34.8 17.7 5.2 1.4 Chi-Square Test for Independence Fall Spring Number of Observations 423 442 Chi-Square 9.1592 9.8984 Contingency Coefficient 0.1456 0.1480 Degrees of Freedom 5 5 Probability 0.1029 0.0782 56 Black Females Compared to White Males Significant differences were noted in student choice patterns in naming students of the opposite race to play with when comparing black females and white males. Black females (at 32.5%} were five times more  likely than white males (at 6.3%} to name no students of the opposite race to play with. Analysis of the data produced a Chi-Square of 75.1234 yielding a Contingency Coefficient of 0.3838 and a Probability of 0.0001. Data for the fall administration and analyses of data for the spring administration of the sociograms are presented in the table that follows. Sociogram -- Play With Opposite Race Black Females Compared to White Males N=435 NUmber of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Black Females 79 78 48 27 10 1 % 32.5 32.1 19.8 11.1 4.1 0.4 White Males 12 49 41 52 29 9 % 6.3 25.5 21.4 27.1 15.1 4.7 Total 91 127 89 79 39 10 % 20.9 29.2 20.5 18.2 9.0 2.3 Chi-Square Test for Independence Fall Spring Number of Observations 435 440 Chi-Square 75.1234 92.9758 Contingency Coefficient 0.3838 0.4175 Degrees of Freedom 5 5 Probability 0.0001 0.0001 57 Black Females Compared to White Females In choosing to play with students of the opposite race, race was a significant variable when comparing females. Black females (at 32.5%) were almost three times -as likely to choose no students_of the opposite race as white females (at 11.1%). Analysis of the data from the fall administration produced a CpiSquare of 45.3256 yielding a Contingency Coefficient of 0.3050 and a Probability of 0.0001. Data from the spring administration resulted in no changes in significance. Data from the fall administration and analysis of the spring administration are presented in the table that follows. Sociogram -- Play With Opposite Race Black Females Compared to White Females N=442 Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Black Females 79 78 48 27 10 1 % 32.5 32.1 19.8 11.1 4.1 0.4 White Females 22 48 71 45 10 3 % 11.1 24.1 35.7 22.6 5.2 1.5 Total 101 126 119 72 20 4 % 22.9 28.5 26.9 16.3 4.5 0.9 Chi-Square Test for Independence Fall Spring Number of Observations 442 441 Chi-Square 45.3256 49.3999 Contingency Coefficient 0.3050 0.3174 Degrees of Freedom 5 5 Probability 0.0001 0.0001 58 White Males Compared to White Females Gender was a significant variable in choosing students of the opposite race to play with when comparing white males and white females. Females (at 11.1%) were more likely than males (at 6.3%) to choose no students of the opposite race to play with. Analysis of the fall data produced a Chi-Square of 23.6310 yielding a Contingency Coefficient of 0.2387 and a Probability of 0.0003. Analysis of the spring data produced a Chi-Square of 24.9176 yielding a Contingency Coefficient of 0.2391 and a Probability of 0.0001. Data from the fall administration and analysis of the data from the spring adminstration of the sociograms are presented in the table that follows . Sociogram -- Work With Opposite Race White Males Compared to White Females N=391 Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 White Males 12 49 41 52 29 9 % 9.9 25.0 24.5 30.2 8.3 2.1 White Females 22 48 -71 45 10 3 % 11.1 24.1 35.7 22.6 5.0 1.5 Total 34 97 112 97 39 12 % 8.7 24.8 28.6 24.8 10.0 3.1 Chi-Square Test for Independence Fall Spring Number of ObservationDatas 391 411 Chi-Square 23.6310 24.9176 Contingency Coefficient 0.2387 0.2391 Degrees of Freedom 5 5 Probability 0.0003 0.0001 59 The table below summarizes the comparisons relative to the choice patterns of students in choosing students of the opposite race to work with. Summary - student Choice Patterns - Play With STUDENT SUBGROUPS\\ COMPARISON - Fall Black Students \\ White Students s Males \\ Females s Black Males \\ Black Females s Black Males \\ White Males s Black Males \\ White Females NS Black Females \\ White Males s Black Females \\ White Females s White Males\\ White Females s N = Not Significant Conclusions Spring s s s s NS s s s * Both race and sex are significant variables when students choice patterns for playing with students of the opposite race are compared. * No changes in choice patterns were noted from the fall to the spring administratios of the socigrams. 60  Site Visits. The evaluation team recorded data during the site visits to each of the magnet schools. Observation forms were constructed to gather data relative to students' actions and interactions during non-instructional time. The items relating to non-instructional activities and responses are listed below. The number of responses for items will vary since not all observers were assigned to the same activities. Student Isolation B. Is there evidence of student isolation and solidarity? Playground Observation 1. Do students tend to play together without regard to race or sex? Observers recording \"yes\" Observers recording \"no\" 8 2 2. Is there evidence of isolation or solidarity based on student race or sex? Observers recording \"yes\" Observers recording \"no\" Stereotyping, Graffiti and Name Calling 1 11 C. Is there evidence of stereotyping, graffiti and name calling? 3. Were there inappropriate or offensive racial and sexual behaviors or language observed during playground activities? Observers recording \"yes\" Observers recording \"no\" 0 12 4. Is there inappropriate racial or sexual graffiti on walls, hall, or other places in the school? Observers recording \"yes\" Observers recording \"no\" 61 0 12 Conclusions * Students generally appeared to play together without regard to race and sex. Only 1 observer recorded seeing any evidence of isolation and\\or solidarity. * No racially or sexually offensive behaviors, language or graffiti were observed during the site visits . Interactions of students, staff and teachers D. What are the interactions of administrators, staff and students, and between teachers and students? Several items were included on the observation form to assess student, teacher and staff interactions during classroom and cafeteria activities. The number of responses for each item will not be equal. Classroom Observations 1. Describe the seating arrangements (integrated, segregated). Observers recording \"integrated\" 14 Observers recording \"segregated\" 0 2. When activities are appropriate do students work together without regard to race or sex? Observers recording \"yes\" Observers recording \"no\" 10 1 3. Is there evidence of isolation and solidarity as exhibited by students behaviors? Observers recording \"yes\" Observers recording \"no\" Observers recording \"some\" 1 12 1 4. Are teacher interactions appropriately directed toward students of both sexes and all races? Observers recording \"yes\" Observers recording \"no\" 12 0 5. Is there any noticeable difference, based on race or sex, in student initiated interactions with the teacher? Observers recording \"yes\" Observers recording \"no\" 62 : 0 :12 Conclusions * Classroom seating arrangements were integrated and students appeared to work together without regard to race and sex. * No apparent differences based on race or sex were noted in student\\teacher interactions. Cafeteria Observations 1. Are student seating arrangements based on student choice or by assignment? Observers recording \"choice\" 7 Observers recording \"assignments\" 2 2 . Did teachers remain with students while students ate? Observers recording \"yes\" Observers recording \"no\" 1 8 3. Did teachers remain with students while they (teachers) ate? Observers recording \"yes\" Observers recording \"no\" 1 7 4 . Was there any visible distinction by race\\sex for students who ate free lunch or paid full price? Observers recording \"yes\" Observers recording \"no\" 0 10 5. Was the cafeteria staff composed of adults of proportional white and black races? Observers recording \"yes\" Observers recording \"no\" 8 1 6. Were cafeteria staff interactions with students appropriate and without regard to race and sex? Observers recording \"yes\" Observers recording \"no\" Conclusions 8 0 * Student seating was generally by choice during lunchroom activities. No distinctions were noted between students who paid and those who did not. * Cafeteria staffs were generally composed of adults of proportional black and white races. 63 I Staff Interactions 1. Did staff appear to work together without regard to race and sex? Observers recording \"yes\" Observers recording \"no\" 10 0 2. Did staff appear t o ass ociate without regard t o race or sex during non-assigned times or activities? Observers recording \"yes\" Observers recording \"no\" Conclusions 10 0 * The certified staff appeared to associate and work t ogether without regard to race or sex . 64 MAGNET THEME PULASKI COUNTY INTERDISTRICT MAGNET SCHOOL EVALUATION Formative Evaluation: Magnet Theme BACKGROUND The purpose of this formative evaluation is to gain insight into the assessment of objectives in Expected- outcomes\nNumber .3, (A, B, C, \u0026amp; D), listed below. To provide evaluation activities to assess the existence of a sound educational core program and an existing magnet theme as provided by the magnet school program objectives . A. What are the magnet school themes available to students in the Pulaski County Interdistrict Magnet School Program? B. Are magnet school programs available to students as provided by magnet school policy and procedures? C. Is there a coherent magnet theme in place at each of the magnet school program sites? D. Are instructional and non-instructional personnel resources necessary to support the magnet school program in place at each of the magnet school sites? METHODS Data were furnished to the evaluator by the Magnet Review Office and the principal's office at each of the magnet schools. Enrollment and staffing data reflect the number of students and staff at each site at the time of the site visit by the evaluation team. FINDINGS A. Magnet School Themes: What are the magnet school themes available in the Pulaksi County Interdistrict Magnet School Program? The Pulaski County Interdistrict Magnet School Programs offer a variety of magnet school themes at the elementary level. One junior high program and one senior high magnet school program are also offered. Booker Arts Magnet School provides a curriculum that emphasizes the interrelationship of the elementary curriculum and the arts. The program intends to provide an education that fosters academics and aesthetic growth of students who express an interest and/or a need in the arts. 65 I Carver Basic Skills/Math-Science Magnet School provides educational experiences that help each child to obtain a mastery of the basic skills curriculum. Additional emphasis is placed on a hands-on approach to math and science education . Gibbs Magnet School of International Studies and Foreign Language ' provides educational experiences that expand and enhance the multi-ethnic core curriculum through the infusion 0f international studies and foreign languages. The intent of the program is to assist each child in acquiring the skills needed to function as a citizen of the world. Language specialties begin at the kindergarten level. Williams Basic Skills Magnet School is a high-performance, high expectations elementary school offering a program for grades K-6, promoting a highly structured, disciplined approach to academic behavior. Strong emphasis is place on mastery of basic skills at the student's instructional level. The school is designed for students who learn well in a highly structured environment and are highly motivated by competition in all program areas. Horace Mann Arts and Sciences Magnet School is a junior high school (grades 7,8,\u0026amp; 9) offering two different curricular programs, the School of Science and the School of Arts . Students should have a strong interest in or aptitude for the area of the magnet curriculum in the school for which he/she applies. Parkview Arts / Science Magnet High School provides expanded and specialized studies in the arts and sciences, in addition to the standard academic curriculum. The science magnet program offers a wide range of advanced courses. The arts curriculum provides studies in music, drama, visual arts, and dance. B. Enrollment: Are magnet school programs available to students as prescribed by magnet school policies and procedures? Magnet school enrollments are allocated among the three participating districts, Little Rock, North Little Rock, and Pulaski County Special, by percentage of total enrollment in each district. The enrollment percentage allotments by district are as follows: Little Rock: North Little Rock: Pulaski County Special 43 % 42 % 15 % 42 % 43 % 66 Elementary Secondary a maximum of 100 students may attend Parkview Elementary Secondary The table that follows shows the number of seats remaining and the number of students on the waiting lists for each magnet school and from each of the districts. Complete data on all magnet schools were not available at the time of this report. Magnet Booker Carver Gibbs Williams Mann-arts Mann-sci Prkvw-arts Prkvw-sci Magnet Booker Carver Gibbs Williams Mann-arts Mann-sci Prkvw-arts Prkvw-sci blk 0 0 0 0 0 0 0 0 North Little Rock Seats \\ Wai t ing Lists Seats Remaining wht tot blk 0 0 26 0 0 32 1 1 16 1 1 10 0 0 20 0 0 11 5 5 9 2 2 0 No. Waiting wht 10 40 1 8 3 9 2 0 Pulaski County Special School District Seats\\ Waiting Lists Seats Remaining No. Waiting blk wht tot blk wht 3 15 18 22 12 3 1 4 12 19 5 7 12 4 0 9 3 12 5 13 0 0 0 31 17 0 0 0 10 32 32 30 62 19 5 10 12 22 6 2 67 List tot 36 72 17 18 23 20 11 0 List tot 34 31 4 8 48 42 24 8 II Magnet blk Booker * Carver * Gibbs * Williams * Mann-arts * Mann-sci * Prkvw-arts * Prkvw-sci * Little Rock School District Seats\\ Waiting Lists Seats Remaining No. wht - tot blk * * 214 * * 190 * * 112 * * 29 * * * * * * * * * * * * Waiting List wht tot 126 340 88 278 73 185 14 43 * * * * * * * * * Data incomp1ete at reporting time Findings * There were only a few seats for magnet school students unfilled for both the North Little Rock District and Pulaski County School District. The Pulaski County School District had more seats that remained unfilled at the secondary level. * The Little Rock School district had the greatest number of students (black and white) on magnet school waiting lists. Conclusions * Considerable efforts are undertaken by all three school districts and the Magnet Review Committee to maintain an acceptable balance between the number of magnet school seats available and the number of students on the waiting lists. * Unfilled magnet seats may result from the natural \"lag\" time between requests for student assignment and time required for administrative operations to fill vacant seats. 68 c. Coherent Magnet Program: Is there a coherent magnet program in place at each of the magnet school program sites? A total of thirty (30) different classrooms were visited by the evaluation team. - Classes visited by subject were: Art 3 Foreign Language 2 Dance 2 Language Arts 7 Math 4 Basic Skills 3 Music 2 Social Studies 4 Science 3 Every item may not have been marked by the evaluator and the totals for every item will not be equal . Item# 2: Classroom space and equipment appear to be appropriate for the magnet theme, this particular class and class activities: (YES 22\nNO .Q.Q.) . Item# 3: Bulletin Boards (displays, posters, banners, ie .. ) reflect a magnet theme: (YES 19\nNO 02). Item# 4: Non-text materials and resources are available in the classroom that support the magnet theme: (YES 25\nNO 02). Item# 5: ( 2) ( 2) (16) ( 9) ( 0) ( 2) Presentation: (check one): lecture student presentation guided practice independent study test other 69 D. Instructional and Non-Instructional Personnel: Are instructional and non-instructional personnel resources in place at each of the magnet school sites? Certified Staff. There were 295 certified staff at the Pulaski County Interdistrict Magnet Schools. Whites accounted for more than 66 percent of the total staff with blacks accounting f or nearly 33 percent of the total certified staff. Those classified as \"others\" accounted for one percent. The table that follows depicts data relative to certified staff . SCHOOL B M \\% BOOKER 3\\ Tot. 6.0 50 CARVER 0\\ Tot. 00.0 43 GIBBS 1\\ Tot. 3.3 30 WLLMS 1\\ Tot. 2.8 37 MANN 14\\ Tot. 21.2 66 PKVIEW 6\\ Tot. 8.7 69 TOTAL 25\\ 295 8.5 Certified Staff: By Race and Gender N= 295 B F T B WM W F T W \\ % \\ % \\ % \\ % \\ % 15\\ 18\\ 4\\ 27\\ -31 \\ 30.0 36.0 8.0 54.0 62.0 11\\ 11\\ 1\\ 31\\ 32\\ 25.6 25.6 2.3 72 .1 74.4 8\\ 9\\ 1\\ 20\\ 21\\ 26.7 30.0 3.3 66.7 70.0 9\\ 10\\ 0\\ 27\\ 27\\ 24.3 27.0 0.0 73.0 73.0 12\\ 26\\ 8\\ 32\\ 40\\ 18.2 39.4 12.1 48.5 60.6 16\\ 22\\ 13\\ 32\\ 45\\ 23.2 31.9 18.8 46.4 65.2 71\\ 96\\ 27\\ 169\\ 196\\ 24.1 32.6 9.2 57.3 66.4 70 OTHER \\ % 1\\ 2.0 0\\ 0.0 0\\ 0.0 0\\ 0.0 0\\ 0.0 2\\ 2.9 3\\ 1.0 Classified Staff. There were 120 classified staff members employed by Pulaski County Interdistrict Magnet Schools. Blacks accounted for more than 68 percent. Males accounted for nearly 28 percent of the classified employees with females accounting for 70 percnt of the employees. Others accounting for two percent of the total classified employees were not disaggregated by gender. Data were provided by the principal's office at each of the magnet school sites and represent the number of employees at the time of the site visit. No record of changes during the years were provided to the evaluation team members. The table that follows depicts the data for each school provided to the evaluation team relative to the classified employees. SCHOOL B M \\ % BOOKER 4\\ Tot. 19 21.4 CARVER 5\\ Tot. 21 23.8 GIBBS 3\\ Tot. 16 18.8 WILLMS 2\\ Tot. 13 15.4 MANN 8\\ Tot. 2 36.4 PKVIEW 8\\ Tot. 29 27.6 TOTAL 30\\ 120 25.0 Classified Staff: By Race and Gender N= 120 B F T B w M W F \\ % \\ % \\ % \\ % 12\\ 16\\ 0\\ 2\\ 63.2 84.2 0.0 10.5 10\\ 15\\ 0\\ 6\\ 47.6 71.4 0.0 28.6 9\\ 12\\ 0\\ 3\\ 56.3 75.0 0.0 18.8 7\\ 9\\ 1\\ 3\\ 53.8 69.2 7.7 23.1 6\\ 14\\ 1\\ 6\\ 27.3 63.6 4.5 27.3 8\\ 16\\ 1\\ 12\\ 27.6 55.2 3.4 41.4 52\\ 82\\ 3\\ 32\\ 43.3 68.3 2.5 26.7 71 T w OTBER \\ % \\ % 2\\ 1\\ 10.5 5.2 6\\ 0\\ 28.6 0.0 3\\ 1\\ 18.8 6.3 4\\ 0\\ 30.8 o.o 7\\ 1\\ 31. 8 4.5 13\\ 0\\ 44.8 o.o 35\\ 3\\ 29.2 2.5 Evaluation team member comments. The following statements by evaluation team members were recorded on the Magnet Theme Observation Document, Class Demograhpics, Item# 8: * * * * * * * * * * * * * * * Class projects support the fine arts theme. Instruction was fast paced and appropriate. Teacher seems to have great rapport. Learning centers greatly enhance instruction. Teacher planned activities support the magnet theme. Students were allowed to be creative and to think. Excellent demonstration of students cooperating together in a learning environment. Students very involved in learning - lots of interactions regarding multicultural concepts. Students seem to know what to do and they do it. The student interaction was so obvious and so positive. One could not help but to feel that these students will be excellent leaders in the future. One could sense a high level of thinking going on. These students interacted in a manner that suggested that this clearly goes beyond the classroom. The teacher and the students were on task at all times. Students seemed well aware of procedures and were able to do independent work with a minimal amount of supervision. The magnet theme was indeed evident in the classroom. 72 Conclusions Pulaski County Interdistrict Magnet Schools provide a variety of magnet themes and educational settings at the elementary level. Junior high and senior high magnet schools are also provided. Student enrollment is fairly consistent in terms of the numbers of minorities and non-minorities. All schools had a majority _of black students. The magnet schools total minority enrollment was 56 percent. White students accounted for 42 percent and students classified as \"other\" accounted for two percent. The majority of certified staff at all Pulaski County Interdistrict Schools were non-minorities. Minorities accounted for 32 percent of the staff and those classified as \"others\" accounted for one percent of the certified staff. Over 68 percent of the classified staff were minorities. Nonminorities accounted for just over 29 percent and those classified as \"others\" accounted for slightly more than two percent . Conclusions based on interviews with school administrators and staff, student enrollment data, and the numbers and percentages for certified and classified staff relative to race and gender, the composition of the magnet schools has not changed greatly during the past several years. 73 SUMl1ATIVE EVALUATION PULASKI COUNTY INTERDISTRICT MAGNET SCHOOLS EVALUATION Summative Evaluation: Expected outcomes BACKGROUND The purpose of the summative evaluation is to make an overall assessment with regard to the total magnet school program. The scope of this evaluation covers magnet school objectives relative to student achievement, desegregation, and magnet theme. METHODOLOGY Conclusions are drawn from insights gained from the review of the literature, previous magnet school evaluations and data collected during the current school year. Valuable data were furnished by Arkansas Department of Education, the Little Rock School District and the office of the Executive Director of the Magnet Review Committee. SUMMARY FINDINGS Student Achievement * Grades 1-3 Magnet school students scored above the national mean on standardized achievement tests. * Grade 4 Magnet school students (as a group) scored above other fourth grade students in the nation, the state and the LRSD. Both black and white students scored higher than their counterparts across the state. The disparity between magnet school white students' and black students' scores ranges from 14 to more than 20 NCE points. * Grades 5-6 Magnet school students (as a group) scored 6 - 10 NCE points higher than other students in grades five and six across the state and nation. 74 * Grade 7 Magnet school students (as a group) scored higher than other seventh grade students across the nation, the state and the LRSD. Both black and white magn~t school students scored higher than like-type students across the state. The disparity between magnet school white students' and black students' scores ranges from 15 to more than 20 NCE points. * Grade 10 Magnet school students (as a group) scored higher than other tenth grade students across the nation, state and the LRSD. Both black and white magnet school students scored higher than like-type students across the state. The disparity between black and white students' scores persists in grade ten. 75 Desegregation * Sociograms Students' choice patterns for choosing students of the opposite race to sit with are generally dependent upon race. Students' choice patterns for choosing students of the opposite race to play with are generally dependent upon race. Students' choice patterns for choosing students of the opposite race to work with are not dependent on race. * Site visits -- Students appeared to play together without regard to race. No apparent differences relative to race were noted in interactions between students, teachers and\\or other staff. The certified staff appeared to work together without regard to race or sex. 76 Magnet Theme * Program Pulaksi County Interdistrict Magnet Schools manifes_t compelling evidence of providing a sound educational core and a coherent magnet theme in each of the magnet schools as ~rovided by the magnet school objectives.: * Accessibility -- A high level of effort is maintained by the schools and the office the Magnet Review Committee to maintain full enrollment at the vairous magnet schools. Enrollment data provide evidence that magent themes are appropriate and student that access is provided. Magnet school placement waiting lists attest to the desirability for attendance at Pulaski County Interdistrict Magnet Schools. CONCLUSIONS * Pulaski County Interdistrict Magnet Schools continue to manifest compelling evidence of fulfilling their purposes and expectations. 77 APPENDIX PULAKSI COUNTY INTERDISTRICT MAGNET SCHOOLS SITE DATA COLLECTION INSTRUMENT School- ------- Grade- ---- Teacher- ------- Evaluation team member -------- Classroom Observation: l. Describe seating arrangement. (integrated, segregated: by race, by sex) 2. When activities are appropriate do students work together without regard to race or sex? If no, describe. 3. Is there evidence of isolation and solidarity as exhibited by students behavior? If yes, is this evidence conspicuous by race or sex? 4. Are teacher interactions appropriately directed toward students o! both sexes and all races? If no, describe. 5. Is there any noticeable difference, based on race or sex, in student initiated interactions with the teacher? If yes, describe. --- 6. Other pertinent comments regarding classroom activities. Cafeteria (Lunch) Observation: 1. Are student seating arrangements based on student choice or by assignment? If by choice, are there clear patterns of student choice by race or sex? 2. Did teachers remain with student's while students were eating? -=-r-..,,....,,- If not, was there any discernable behavior difference among students based on race or sex? 3. Did teachers remain with students while they (teachers) were eating? ___,.----,,-- If not, were seating patterns apparent among teachers? By race? By sex? 4. Was there any visible distinction by race or sex in treatment of, or behavior of, students who ate free lunch, paid full price or brought their lunch? If yes, please describe? 5. Was the cafeteria staff composed of adults of proportional white and black races? If not, describe. ------ 6. Were cafeteria staff interactions with students appropriate and without regard to race or sex? If not, describe. ------ 7. Other pertinent comments. Playground Observation (noon, or recess): 1. Do students tend to play together without regard to race or sex? If no, describe. 2. Is there evidence of isolation or solidarity based on student race or sex? If yes, describe. --------------------- 3. Were there inappropriate or offensive racial or sexual behaviors or language observed during playground activities? I f yes, des-cr-ibre:. ------------------------- 4. Is there inapropriate racial or sexual graffiti on walls, halls, or other places in the school? If yes, describe. -------- Staff Interactions: 1. Did staff appear to work together without regard to race or sex? --,---r-------------------------- I f no, explain. 2. Did staff appear to associate without regard to race or sex during non-assigned times or activities? _____ _ If no, explain. overall Generalization: 1. Is there distinct coherence between the magnet theme and the schools curriculum and instructional activities? Does the magnet school actually deliver what is advertised, that is, to what degree the school offers any unique, quality elements in its curriculum and program? Magnet Theme Observations l. Class type (lesson) and magnet theme: Class type (Eng.- Math, ie .. ) Magnet theme (same as #4,p.l) 2. Classroom space and equipment appear to be appropriate for the magnet theme, this particular class and class activities: (yes _ no _ ) 3. Bulletin Boards (displays, posters, banners, ie  ) reflect magnet theme: (yes _ no _ ) 4. Non-text materials and resources are available in the classroom that support the magnet theme: (yes _ no _ ) 5. Presentation: (check one) lecture: student presentation: guided practice: independent work: test: other: s. Reference to magnet theme (ie .. specific menti~n in teacher or student presentation, assignments, and other activities): ::please try to observe for 20 uninterrupted minutes):: l. _______________________________ _ 2. _______________________________ _ 3. _____________________________ _ 4. ____________________________ _ s. ____________________________ _ 6. _______________________________ _ ?. _____________________________ _ 1. Observer: OBSERVATION DOCUMENT Class Demographics Date: 2. School.: 3. Teacher: .lliQ ~El \" Magnet Theme: s. Grade: 6. Number\\Race Students: Totals: Black Students White students Other Races Boys: Girls: sex: race: Black Males: White Males: Black Females: White Females: others: F B M w ,. Classroom Seating Arrangements: Assignment: (check one) Assigned _ Unassigned _ By race: (check one) segregated _ integrated _ By gender: (check one) segregated_ integrated _ a. other comments about class demographics: SITE DATA RECORD Site Demographics Date: ----- l. School: 2. Principal: ______ _ ------- 3. Magnet Theme: ______ _ 4. Number/Race of Students Totals: Black Students White Students Others Males Females sex: race: Black Males White Males Black Females White Females Others 5. Certified/Instructional Staff: Black Males White Males Totals: Black Staff White Staff Others Males Females Black Females White Females Others F B 6. Classified Staff (custodial, food services, aids) Black Males White Males Black Females White Females Others Totals: Blacks Whites Others Males Females M w Playground Observation 1. Student play activities were: ( directed not directed 2. If student play is not directed students tend to: choose playmates (without with choose playmates (without= with-- regard to race\nregard to gender. 3. There (was was not ) evidence of isolation or solidarity during playground activities. 4. Students (were were not ) observed using racial slurs or inappropriate language during play time. Lunchroom Observation 1. Seating arrangements for eating were based on (choice _ assignment _ ) 2. If seating arrangements were by choice students tended to: choose seat mates (without with choose seat mates (without= with-- regard to race\nregard to gender. 2. Teachers (remained did not remain _ ) with students while students were eating. 3. Teachers (remained did not remain ) with students while they (teachers) were eating. 4. There (was was not ) any visible distinction by race for students who ate free lunch or paid full price. 5. The cafeteria staff was composed of: Black Males White Males Black Females White Females Others 6. There (were were not ) any offensive or racial language or behaviors observed during the lunch period. 7. There (was was not ) any racial graffiti observed on walls in the hall, bathrooms or other places in the building. E1/,\\LUA'!'ING SOCIAL DEVELOPME~IT SOCIOGRAM St:1.!c:er::: Name ---------------- dace ____ _ Ci:-cle each grade that you have attended at thi s school: K l 2 3 4 5 6 Du=ing the next few weeks we may be re-assign~ng seats, worki~g i~ small groups and playing in class and C\nc~e playground. The purpose at this torm is to help me dec~de whic~ of you work and play best together. You can do th~s by writing the names ot children you would like to have sit near you. to have work with you, and to have play with you. Ycu may choose anyone in this room you wish. including pupils who are absent. Your choices will net be seen by any other student. Give the first name and the initial at last name . Make your choices carefully so the groups will be the way you really want them. Remember! l. Your choices must be from pupils in this room. including those who are absent. 2. You should give the first name and initial ot the last J. Ynaomu es. hould make all tive choices tor each question. 4. You may choose a pupil tor more than one group it you wish. 5. Your choices will not be ~een by anyone else. I would choose to sit near these children: 1. ___________ _ 3. ____________ _ 2. __________ _ 4. _____________ _ 5. I would choose to work with these children: 3. l. 4. 2. 5. I would choose to play with these children: 3. l. 4. 2. 5. SCHOOL: BOOKER ELEMENTARY NUMBER GRADE/RACE TESTED 1 TOTAL 78 B 40 w J8 0 0 2 TOTAL 80 8 41 w J4 0 5 3 TOTAL 83 B 46 w J6 0 1 4 TOTAL 8) B 45 w JO 0 0 5 TOTAL 91 B 48 w 39 0 4 6 TOTAL 89 B 47 w 42 0 0 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION STANFORD ACHIEVEMENT TEST, EIGHTH EDITION PERCENTILE RANK/NORKJ\\L CURVE EQUIVALENT SCORES (PR/NCE) SCHOOL SUMMARY 1994 ENVIRONMENT TOTAL TOTAL SOCIAL READING KATHEMATICS LANGUAGE SCIENCE SCIENCE )9/44.J J9/44.J 46/47.6 56/5J.O  27/J7.J 28/)7.9 JJ/40.5 42/45.6 54/52.1 5J/51.4 60/55.3 70/61.2 -- -- -- -- J8/4J.5 5J/51. 6 57/5J.6 48/49.1  18/J0.7 JO/J9.2 JJ/40.6 29/J8.4 60/55.4 74/6J.4 77/65.5 69/60.6 84/70.5 91/78.5 96/85.7 69/60.7 42/45.6 45/47.5 53/51. 5 40/44.8 48/48.9 27/J7.2 J5/41. 7 41/45.1 25/J5.9 35/42.1 61/56.0 59/54.8 67/59.4 61/55.6 64/57.5 6J/57.0 54/52.1 75/64.2 77/65.6 54/52.1 46/47.9 61/56.l 60/55.2 48/49.0 61/55.B 28/J7.9 49/49.4 44/46. 7 31/39.3 47/48.6 68/59.8 75/64.0 76/65.1 69/90.4 75/64.J -- -- -- -- -- 50/50.2 78/66.J 65/57.9 65/58.3 59/54.8 31/J9.6 67/59.1 52/51. 2 45/47.2 41/45.J 70/61.2 86/7J.O 75/64.J 83/69.6 76/64.9 84/71.1 96/85.8 89/75.5 91/78.8 81/68.8 72/62.0 72/62. 5 72/62.1 65/58.0 72/62.4 51/50.7 59/54.6 56/53.3 48/48.7 58/54.4 88/74. 6 84/71. J 85/71.8 81/68.4 84/71.J -- -- -- -- --  At Grades 1 and 2 the SCIENCE and SOCIAL SCIENCE objectives are combined and reflected as one score under ENVIRONMENT. BASIC COMPLETE BATTERY BATTERY I 44/46. 7 40/44.7 33/40.6 28/)7.5 56/5J.l 54/52.J -- -- 43/46.J 44/46. 7 21/32.9 20/J2.2 66/58.5 68/59.6 90/76.7 91/77. 6 45/47.7 43/46.4 )2/40.2 JO/J8.8 61/55.7 61/55.8 62/56.4 6J/57.0 55/52.8 55/52.8 )9/44.1 38/43.5 73/63.0 74/6J.8 -- -- 6)/57.2 64/57.4 47/48.4 45/47.4 77/65.6 80/67.4 93/80.3 9)/81. 1 75/63.9 74/63.8 58/54.1 57/5J.6 88/74.8 88/75.2 -- -- . I SCHOOL CARVER ELEMENTARY NUMBER GRADE/RACE TESTED 1 TOTAL 62 8 Jl w Jl 0 0 2 TOTAL 85 B 49 w 36 0 0 3 TOTAL 89 B 49 w 38 0 2 4 TOTAL 94 B 48 w 46 0 0 5 TOTAL 94 B 53 w 39 0 2 6 TOTAL 92 B 49 w 42 0 l LITTLE ROCX SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION STANFORD ACHIEVEMENT TEST, EIGHT II EDITION PERCENTILE RANK/NORHAL CURVE EQUIVALENT SCORES (PR/NCE) SCHOOL SUHKARY 1994 ENVIRONHENT TOTAL TOTAL SOCIAL READING MATHEMATICS LANGUAGE SCIENCE SCIENCE 84/70,8 87/73,6 87/73.5 75/64 . J  72/62.2 75/64.3 74/63.7 56/53 . 1 92/79. 6 94/83.3 94/83.3 89/75 . 7 -- -- -- -- 63/57.0 76/65.1 70/60.9 59/54.8  47/48.5 62/56.5 57/53.8 40/44 . 7 81/68.4 90/76. 7 84/70.6 81/68 . 2 -- -- -- -- 56/53. 0 66/58.7 68/59.8 61/55.6 66/58.4 42/45.5 50/50.0 58/54.4 47/48.5 54/52.2 73/62.6 83/69.9 79/66.7 76/64.9 78/66.5 58/54.1 66/58.9 69/60.5 55/52.4 59/55.1 66/58.6 75/64.5 71/61. 8 76/64.9 83/69.8 44/46 . 7 57/53.6 50/49.9 56/53 . 3 67/59.5 84/71. 1 89/75.8 88/74. 2 90/77.0 93/80.5 -- -- -- -- -- 53/51.6 68/59.9 65/58.0 74/63 . 3 64/57.3 32/40 . 4 56/53.2 47/48.3 53/51. 5 48/48 . 8 77/65.4 79/67.3 83/70.3 91/77 . 9 80/67.6 93/81. 4 98/91. 8 91/78. 8 99/99 . 0 96/86 . 4 69/60.2 71/61. 8 61/56.l 73/63 . l 69/60 . 3 50/49 . 8 53/51.6 49/49 . 2 53/51.7 52/51.0 85/71. 7 86/72.8 74/63.8 89/76 . 0 84/70.9 96/86 . 9 99/99.0 84/70 . 9 91/78 . 2 82/69.3  At Grades 1 and 2 the SCIENCE and SOCIAL SCIENCE objectives are combined and reflected as one score under ENVIRONMENT. BASIC COMPLETE I BATTERY BATTERY 87/73.9 86/72.5 75/64.2 72/62.2 95/83.6 94/82,8 -- -- 68/60.0 69/60.6 52/50 . 9 52/50.8 86/72.4 87/73.9 -- -- 60/55.5 61/55.9 47/48,2 47/48.3 76/65.0 77/65.8 59/54.6 58/54.3 72/62.5 75/64.3 51/50.4 53/51.8 88/75.2 90/77 .4 -- -- 32/55.8 33/57.3 44/47.0 45/47 . 5 78/66.0 82/68.9 97/89.3 98/93.0 69/60.5 70/61. 3 52/51.0 51/50.7 84/70 . 8 86/72.9 97/89 . 6 97/89.6 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION BTI\\NFORD ACHI\u0026amp;VEHENT TEST, EIGHTH EDITION PERCENTILE RANK/NORMAL CURVE EQUIVALENT SCORES (PR/NCE) SCHOOL SUMMARY 1994 SCHOOL: GIBBS !O,GNET ELEHENTl\\RY ENVIRONMENT NUMBER TOTAL TOTAL SOCIAL GRADE/RACE TESTED READING MATHEMATICS LANGUAGE SCIENCE SCIENCE 1 TOTAL 43 54/52.3 45/47.5 40/44.6 47/48.3  B 24 43/46.2 34/41.2 27/37.2 32/40.0 w 16 72/62.3 65/58.1 61/55.7 70/60.8 0 3 51/50.6 39/44.2 46/47.6 46/48.1 2 TOTAL 39 53/51. 5 60/55.5 51/50.6 61/55.6  B 22 41/45.4 50/50.2 36/42.6 49/49.5 w 15 67/59.2 70/61. 0 66/58.4 77/65.4 0 2 74/6).3 83/70.2 92/80.0 44/46.8 3 TOTAL 37 64/57.5 86/72.4 71/61.6 73/62.9 83/69.9 B 19 41/45. 3 72/62.4 51/50.7 49/49.3 64/57.8 w 18 84/71.1 94/83.5 87/73.7 91/78.1 94/82.7 0 0 -- -- -- -- -- 4 TOTAL 43 71/61.6 85/72.2 70/61.0 73/62.8 82/69.0 B 24 55/52.5 74/63.5 57/53.8 56/53.2 69/60.6 w 18 86/73.1 95/83.8 85/71.4 89/75.3 93/80.5 0 1 88/74.7 84/70.9 43/46.3 82/69.3 77/65.6 5 TOTAL 38 68/59.8 80/67.8 75/64.4 73/62.9 79/67.2 B 22 49/49.4 66/58.4 61/55.8 52/50.8 64/57.7 w 16 87/74.0 93/80.6 89/76.2 92/79.5 93/80.3 0 0 -- -- -- -- -- 6 TOTAL 37. 74/63.8 77/65.5 69/60.2 70/61. 1 78/66.5 B 21 58/54.0 62/56.4 58/54.1 56/53.l 68/59.6 .w 13 91/78. 5 91/78.5 79/66.8 85/71.9 89/75.5 0 3 80/67.8 86/73.1 87/73.6 83/69.7 89/75.7  At Gc-ades 1 and 2 the SCIEtlCE and SOCIAL SCIENCE objectives are combined and c-eflected as one scoc-e undec- ENVIRONMENT. BASIC COMPLETE BATI'ERY BATI'ERY I 52/50.9 47/48.3 39/44.1 33/40.9 71/61. 4 68/60.0 49/49.5 42/45.9 56/52.9 58/54.0 43/46.1 43/46.4 69/60.6 .73/63.1 81/68.6 82/69.1 75/64.1 77/65.5 55/52.8 57/53.7 90/76.6 .91/78.0 -- -- 79/67.3 80/67.9 65/58.2 65/58.2 92/79.4 93/80.8 80/67.7 83/70.1 74/63.4 76/64.9 57/53.9 58/54.2 90/76.4 92/79.5 -- -- 74/63. 3 74/6).6 58/54.3 59/54.5 89/76.1 .89/76.3 85/71.5 85/72.2 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION STANFORD ACHIEVEMENT TEST, EIGHTH EDITION PERCENTILE RANK/NORMAL CURVE EQUIVALENT SCORES (PR/NCE) SCHOOL SUMMARY 1994 SCHOOL: WILLI1\\H9 MJ\\GNET ELEMENTARY EtfVIRONMENT NUMBER TOTAL TOTAL SOCIAL GRJ\\DE/RACE TESTED READING MATHEMATICS LANGUAGE SCIENCE SCIENCE 1 TOTAL 66 82/69.6 86/72.4 84/70. 7 72/62.3  B 33 79/66 . 7 84/70.8 78/66.2 65/58 . 0 w 33 86/72 . 5 87/73.9 89/75.3 79/66.6 0 0 -- -- -- -- 2 TOTAL 67 72/62.5 90/76.9 77/65.2 89/76.2  B 39 65/58.3 85/72 . 0 70/61.0 85/72.0 w 22 81/68.3 95/84.3 84/71.0 94/83.5 0 6 81/68.3 93/81. 7 85/71.6 90/76.4 3 TOTAL 65 71/61. 6 76/65.0 80/67.8 74/63.2 82/68.9 B 34 60/55.5 63/57.2 74/63.6 56/53 . 0 70/61. l w 28 80/67 . 5 86/72 . 8 85/71.4 88/74.4 91/77. 6 0 3 89/76.3 92/79.9 93/80 . 8 87/73.3 89/75.6 4 TOTAL 71 76/64.6 87/73.3 83/70.3 73/62.6 82/69.l B 37 60/55.4 81/68.5 74/63.5 57/53.8 73/62.8 w 33 88/74.9 91/78.0 91/77.7 85/71.9 88/75.2 0 1 80/67.7 99/99 . 0 91/78.2 92/79.6 99/99 . 0 5 TOTAL 67 62/56.5 85/71.5 71/61.7 76/65.0 64/57.5 B 39 46/48.1 81/68.2 64/51.5 66/58 . 6 53/51.3 w 28 81/68.3 89/76.1 80/67.4 87/74.1 78/66.2 0 0 -- -- -- -- -- 6 TOTAL 68 71/61.4 78/65 . 9 70/61.1 74/63.7 73/62 . 6 B 39 56/53.2 69/60 . 5 60/55.2 61/56 . 1 64/57.6 w 28 86/72 . 5 85/72 . 2 82/69.) 87/73 . 6 82/69 . 0 0 1 84/70 . 9 99/99 . 0 72/62.3 94/82 . 7 91/78 . 2  At Grades land 2 the SCIENCE and SOCIAL SCIENCE objectives are combined and reflected as one score under ENVIRONMENT . BASIC COMPLETE I BATTERY BATTERY 86/72. 5 84/71.0 83/69.7 80/67.9 89/75.3 88/74.2 -- -- 81/68 . 5 84/71. l 74/63.4 78/66.l 89/75. 7 91/78.l 89/75 . 7 91/78.3 77/65.3 78/65.9 66/58.4 66/58.6 85/72. 0 87/73.4 94/82.3 92/79.9 85/71.4 85/71.6 73/63.1 73/63.l 92/80.l 93/80 . 5 97/89.6 98/93.3 74/63.4 75/64.0 65/58.0 64/57.7 84/71. 1 86/72.8 -- -- 74/63.3 74/63.9 63/56.9 63/57 . 0 85/71. 5 86/72.7 94/82 . 7 95/84.6 SCHOOL: KANN KMHET JR, HIOK NUMBER GRADE/RACE TESTED 7 TOTAL 269 B 151 w 113 0 5 8 TOTAL 25) B 147 w 101 0 5 9 TOTAL 224 B 124 w 96 0 4 LITTLZ ROCK SCHOOL DISTRICT PLANKING, RESEARCH AND EVALUATION BTAJIFORD ACHIEVEMENT TEST, EIGHT EDITION PERCENTILE RANK/NORMAL CURVE EQUIVALENT SCORES (PR/NCB) SCHOOL SUMMARY 1994 TOTAL TOTAL SOCIAL READING MATHEMATICS LANGUAGE SCIENCE SCIENCE 59/54.6 51/50.4 62/56.6 U/56.0 56/5),4 42/45.9 311/43.6 46/48.1 42/45.t 43/46.0 78/66,4 . 67/59.1 81/68.1'. 83/69. 74/63.4 54/51. 9 64/57. 63/56. 7 54/52.2 53/51. 9 56/52.9 5)/51.5 62/56.4 6)/56.8 59/54.8 41/45,3 39/44.2 49/49.4 48/48.9 45/47.3 74/6J.2 70/61.0 78/66.0 79/67.2 76/65.1 74/63. l 113/70.0 76/64.6 89/75. 7 77/65.5 53/51. 7 41/45.3 62/56.3 60/55.1 61/55.9 34/41.0 22/lJ.4 45/47.2 39/44.2 40/44.7 76/64.6 68/59.7 79/67.1 81/68.4 82/69.4 88/74. 8 80/68.l 89/75.l 81/68.4 90/77.1 BASIC COMPLETE BATTERY BATTERY 56/5),2 57/5).9 41/45.1 40/44.11 75/63.9  11/65.1 65/58.1 ' 64/57.7 58/54.0 58/54.4 43/46.1 42/45.9 76/64. 8 78/66.1 79/66,7 83/69.8 55/52.7 57/5l.9 35/41.9 35/42.0 77/65.5 81/68.2 90/76.7 91/78.5 LITTLE ROCK SCHOOL DISTRICT PLAHNINO, RESEARCH AND EVALUATION STANFORD ACHIEVEMENT TEST, EIORT EDITION PERCENTILE RAKlt/NORKAL CURVB EQUIVALENT SCORES (PR/NCE) SCHOOL BUHKARY uu SCHOOLr PAJUtVIElf KAONET RIGII SCHOOL HUMBER TOTAL TOTAL SOCIAL GRADE/RACE TESTED READING MATHEMATICS LANGUAGE SCIENCE SCIENCE 10 TOTAL 242 6)/56.8 54/52.J 65/58.0 64/57.6 62/56.6 B 1)6 48/48.9 4)/46.1 51/50. 4?. 47/48.5 50/50.l w 100 80/67.8 68/59.9 80/67. 8)/70.0 78/65.9 0 6 49/49.5 74/6J.l 83/70.0 67/59.0 51/50.4 11 TOTAL 2)8 50/50.2 4J/46.1 49/49.6 47/48.6 47/48.5 8 145 J8/4J.5 H/41.1 39/43.9 )6/42.2 J4/41.0 w 88 72/62.J 58/54.0 68/59.7 69/60.2 70/61.J 0 5 29/)8.6 62/56.l 36/42.2 29/38.l 45/47.J BASIC COHPLETE BATTERY B-'TTER'l 64/57 . J , 65/58.0 49/49.S, 49/49.2 80/67. \u0026lt; BJ/69.9 69/60.4 68/59.8 51/50.6 50/50.1 J9/44.l )6/42.7 71/61.5 72/62.4 41/45.4 40/44. 6\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkanasas State University. Office of Educational Research and Services\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1468","title":"Martin L. King Junior Elementary Interdistrict Provisional Magnet School,","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District Communications Department"],"dc_date":["1993"],"dcterms_description":null,"dc_format":["video/mp4"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th Century","Education","Segregation in education","African Americans","Little Rock School District","Advertising"],"dcterms_title":["Martin L. King Junior Elementary Interdistrict Provisional Magnet School,"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1468"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["videocassettes"],"dcterms_extent":["32,006 KB","00:09:30"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"mum_mseduc_925","title":"Mississippi Private School Association Directory of Member Schools, 1993-1994","collection_id":"mum_mseduc","collection_title":"Mississippi Education Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Mississippi, Hinds County, Jackson, 32.29876, -90.18481"],"dcterms_creator":["Mississippi Private School Association"],"dc_date":["1993/1994"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":["ms_ed_b1_f76"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Mississippi Education Collection, http://purl.oclc.org/umarchives/MUM00305/"],"dcterms_subject":["Mississippi Education Association","Education--Mississippi--History","Mississippi Economic Council"],"dcterms_title":["Mississippi Private School Association Directory of Member Schools, 1993-1994"],"dcterms_type":["Text"],"dcterms_provenance":["John Davis Williams Library. Department of Archives and Special Collections"],"edm_is_shown_by":null,"edm_is_shown_at":["http://egrove.olemiss.edu/ms_educ/101"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Cite as: Mississippi Education Collection, Archives and Special Collections, University of Mississippi"],"dlg_local_right":["Images in this collection are for personal use only. These items may not be reproduced, re-posted or saved except under fair use, as stipulated by U.S. Copyright Law : reproduction is not to be \"used for any purpose other than private study, scholarship, or research.\""],"dcterms_medium":["professional directories"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"loc_rosaparks_48330","title":"Mrs. Ward \u0026 Anita Holland, June 93 [graphic].","collection_id":"loc_rosaparks","collection_title":"Rosa Parks Papers","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":null,"dc_date":["1993"],"dcterms_description":["Photograph shows Rosa Parks' aunt Everee McCauley Ward wearing a Ms. Crowne Health sash and carrying a bouquet of red roses.","Title from item."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":null,"dcterms_is_part_of":null,"dcterms_subject":["African American women","Women"],"dcterms_title":["Mrs. Ward \u0026 Anita Holland, June 93 [graphic]."],"dcterms_type":["StillImage"],"dcterms_provenance":["Library of Congress"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.loc.gov/loc.pnp/ppmsca.48330"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Please contact holding institution for information regarding use and copyright status."],"dcterms_medium":["photographic printscolor1990-2000.gmgpc","portrait photographs1990-2000.gmgpc","group portraits"],"dcterms_extent":null,"dlg_subject_personal":["Parks, Rosa, 1913-2005"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_p15728coll3_427792","title":"National Dunbar Alumni Association reunion materials","collection_id":"bcas_p15728coll3","collection_title":"Butler Center for Arkansas Studies Documents Collection","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, California, 37.25022, -119.75126","United States, California, City and County of San Francisco, San Francisco, 37.77493, -122.41942"],"dcterms_creator":["National Dunbar Alumni Association of Little Rock, Arkansas"],"dc_date":["1993"],"dcterms_description":["Items related to a 1993 reunion held in San Francisco, California, by alumni of Dunbar High School and Dunbar Junior College in Little Rock, Arkansas.","This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","School integration","Educational planning"],"dcterms_title":["Obligations"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/661"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nIncludes ''Audit of Obligations'' (October 1993-1994)\n''Obligations from the Pulaski County Desegregation Case'' (August 1995, draft copy)\nand news clippings\nIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL JAN 3 1 1995 INTERVENORS KATHERINE KNIGHT, ET AL Cffics Ct Desegn 9' tVtOi uiCf'PQ INTERVENORS NOTICE OF FILING The Little Rock School District (LRSD) hereby gives notice of the filing of the attached audit of obligations, October 1993 October 1994. The attached audit of obligations is being filed in order to apprise the court, the monitor and the parties of the desegregation efforts being made by LRSD. LRSD's progress in meeting its desegregation obligations will be shown in the LRSD Program Budget Document. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 27th day of January 1995: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 It Christopher Heller U' 2RECEIV^rD IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION AUG 4 1995 Office of Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS . No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS The Plaintiff, \"District\"), NOTICE OF FILING Little Rock School District (\"LRSD\" or for its Notice of Filing, states: 1. Representatives of the District attended budget hearings before this Court on Tuesday, August 1, and Wednesday, August 2, 1995 . During the hearing on the afternoon of August 2, this Court heard testimony and evidence regarding the desegregation obligations of the District and efforts which had been made to compile a listing of the obligations under subject categories and identify those persons who are primarily and secondarily responsible for those obligations. 2 . The examination initially related to the desegregation duties and responsibilities of the deputy superintendent and the assistant to the deputy superintendent as well as those persons who would now be assigned those duties and, thereby, become responsible d iana\\pcssd\\lll i ng-4. ikx -1-for insuring that the District complies with those obligations. Specifically, it is the District's understanding that this Court wanted to be apprised of those desegregation-related responsibilities of the deputy superintendent which will now be performed by other persons within the District. 3 . Attached hereto as Exhibit One (1) is a true and accurate copy of the District's rough draft listing of its desegregation- related obligations from the various sources as identified in the document. Please note that this document is by no means intended to represent the District's final representation of its desegregation obligations. Rather, it is envisioned that further clean up, adjustment and refinement to this document will occur to remove redundancies, items which are not obligations and the like. As identified in the document, certain subject areas were previously assigned to and under the supervision of the deputy superintendent. In those instances, the deputy superintendent served as the primary leader for those subject areas during the 1994-95 school year. During the 1995-96 school year, the attached document reflects the job titles of the persons who will now be the primary leaders for those subject areas. The District understands that this Court has also 4 . 5. requested revised job descriptions for those persons who will assume responsibility for duties formerly performed by the deputy superintendent. The District will prepare those job descriptions and provide them to the Court, ODM and the parties upon their completion. diana\\pcssd\\ti}ing-4.no( -2-WHEREFORE, the Little Rock School District does hereby submit the foregoing in accordance with the order of this Court made from the bench on Wednesday, August 2, 1995, and requests that it be awarded any and all legal and proper relief to which it may be entitled. Respectfully submitted. FRIDAY, ELDREDGE \u0026amp; CLARK Attorneys at Law 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas (501) 376-2011 72201-3493 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT diana\\pcssd\\fiiing-4.rxx Jerry L. Malone Bar I. D. No. 85096 -3- CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing Notice of Filing has been served by U. S. Mail, postage prepaid, except as otherwise indicated, on August 4, 1995, upon the following: Mr. John W. Walker JOHN W. WALKER, P.A. (Hand-delivered) Attorneys at Law 1723 Broadway Little Rock, AR 72206 Mr. Samuel M. Jones, III WRIGHT, LINDSEY \u0026amp; JENNINGS Attorneys at Law 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Stephen W. Jones JACK, LYON \u0026amp; JONES, P.A. Attorneys at Law 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard W. Roachell ROACHELL \u0026amp; STREETT Attorneys at Law First Federal Plaza, Suite 504 401 West Capitol Avenue Little Rock, AR 72201 Mrs. Ann Brown (Hand-delivered as per Order by the Court) Attorney at Law Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone diana'pcssdifiling-J.rxx -4-March 12, 1996 AR \"^S EDUCATION ASSOCIATION 1 y \u0026lt;'./ 1500 WEST 4TH STREET UTTIEROCK, ARKANSAS 72201-1064 PHONE: (501) 375-4611 FAX: (5011375-4620 GRAINGER lEDBETTER President CORA D. McHENRY Executive Director An NEA Stole Affiliate Memorandum Office To: From: Little Rock Desegregation Committee Cora D. McHenry, Co-Chair Bill Bowen, Co-Chair Enclosed you will find materials to review in preparation for our meeting on March 14, 1996. If you have any questions, please feel free to give us a call. Thanks. Enclosure BB/CDMcH:at-jDesegregation Committee The Role of the Committee: 1. Determine the extent to which the Board has been able to meet the goals of the current desegregation plan. 2, Identify barriers impeding the Boards ability to implement the current plan. 3. Make recommendations for possible alternative actions that will make it feasible for the Board to meet its desegregation obligations. Desegregation Charges\nReview the current desegregation plan for the following purposes: 1) to determine the goals of the plan 2) to identify the expected outcomes from the established goals 3) to appraise whether the District has been successful in reaching the established goal 4) If the answer to question 3, is no, was the goal unmet because it was not implemented or because the goal was unattainable? 5) . to identify the measurement tool used to determine success or failure 6) to identify internal or external forces which preclude the Little Rock School District from being able to attract and maintain a desegregated student body. 7) to determine the publics commitment to maintain school structures in their community and to gamer from them ways the District may develop a sounder fiscal base without school closures 8) to ascertain how the patrons of the Pulaski County School System will respond to restructuring schools (i.e. site-based decisionmaking, middles schools, alternative schools, etc.). I Office may J996 KI ' I . Little Rock School District CFFiCE OF THE SUPERINTENDENT May 3, 1996 I 0 J996 3 Ms. Melissa Guildin Assoc. Monitor, ODAI 201 E. Markham, Suite 510  Office Ot Gti: 'C.'( Little Hock, AH 7 01 Dear Ms. Guildin\nYou are cordially invited to join me for a very special announcement concerning the progress of the Little Rock School District in its ongoing effort to meet the obligations of the Desegregation Plan. The announcement will be made as part of a press conference to be held on Wednesday, May 8, 1996, 1:00 p.m. at 1500 Park Street. We will meet in the auditorium in the event of inclement weather. I look forward to seeing you on May 8. Sincerelv, Henry P. Williams Superintendent 810 West .Markliam Street  Little Rock, zVrkansaa 72201 (501) 324-2(X)0 1 K r ^'f t- a:*' A 4 \u0026gt; f *\u0026gt; ! ? A. t 9: A\" t ) t .V, V t., ji .4  V lA^, isff*\"'*^'fx'.  'j\nADMIN. BULLING Fax:1-5G1-324-2032 May 8  96 9:12 P.02/02 1 r 5? Tjttle Rqcjl^chqoiJDistrici LRSD Press Conference May 8, ! 996 For more information: Suellen Vann,, 324-2020 [jlttle Rock School District Superintendent Dr. Henry P. Williams will hold a Dress terence today at 1\n00 p.m. to make an aruiouncement concerning the districts desegregation plan. The press conference will take place on the steps of Central Higli School, 1500 Park In the event of inclement weather, the event will be held in the Central High aaditorium. iiif#J.i?9i ADMIN. EULDING Fax:l 1-324-2032 Maq 8 96 9:12 P. 02/02 1 iiTLE Hock School JhsrRici I I'Si) Press Comfereocc \\by K. ! 906 For more information\nSuellen V.tnn. 324--2020 Little Reck School District Superintendent Dr. Henn' E. 'Wil'ianis will hold a cies' cimfer-mce 'oday at L.OO p.m. to make an announcement concerning the district's deegrcgaM'ip plan. The press conference will take place on the steps ct Central High School, 1500 P,yk In the event of inclejnent weather, the event will be held in the Central High aadnotiuni. 810 West Markha-m Street  Little Rock, Arkaiisaa 7ii401  (501)324-3000 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-G-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL received DEFENDANTS MRS. LORENE JOSHUA, ET AL MAY ^1996 INTERVENORS KATHERINE KNIGHT, ET AL Office of Decosregaiian Msniiontfa INTERVENORS SPECIAL-STATUS REPORT ...__ For its special status report, the Little Rock School District states: 1. The Little Rock School District has recently reviewed the status of its compliance with its desegregation obligations and determined that the district is in substantial compliance with those obligations. The attached \"Little Rock School District Position Paper On Desegregation Obligations\" describes the process used by LRSD to determine its compliance and reports the conclusion that LRSD has implemented 96.3 percent of its desegregation obligations. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By: Bar No CERTIFICATE OF SERVICE I certify that a copy of the foregoing Special Status Report has been served on the following by depositing copy of same in the United States mail on this 8th day of May, 1996: Mr. John Walker JOHN WTILKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown HAND DELIVERED Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 2 RECEIVED Little Rock School District MAY 1996 Office of Desegfegaiion Monncnntf Position Paper on Desegregation Obligations Table of Contents Executive Summary 1 1. Purpose of Position Paper 2. Background 3. Response Groupings and Definitions of Terms 4. Results of Audit and Interviews 3 4 8 11 5. Position on Not Begun Items 6. Internal Enhancements 13 15 7. Conclusions 16 May 8,1996 This report was prepared by the LRSD administrative team of Brady Gadberry, Sterling Ingram, Dr. Ed Jackson, Deana Keathley, Dr. Patty Kohler, Dr. Russ Mayo, Leon Modeste, Ken Savage, and Marvin Schwartz. Little Rock School District, 810 West Markham, Little Rock, AR 72201 #501-324-2000Little Rock School District Position Paper on Desegregation Obligations EXECUTIVE SUMMARY Findings  The District is in substantial compliance with its desegregation obligations. This is based on implementation of 96.3% of its obligations.  Some of the goals of the plan have not been achieved and are not likely to be ACHIEVED THROUGH THE CURRENT OBLIGATIONS. Recommendations  Recognition of the Districts substantial compliance should be made by the Court.  Obligations where substantial compliance has been achieved should be RELEASED FROM COURT SUPERVISION.  Obligations which do not meet the needs of students should be revised.  Revised obligations should be modeled on action items in the recently COMPLETED STRATEGIC PLAN. Page 1Little Rock School District Position Paper on Desegregation Obligations Summary of Position Paper Sections 1. Purpose of position paper Assess Districts performance in 4. Results of Audit and Interviews  Final assessment of the audit showed meeting desegregation obligations.  Inform the public of status of these accomplishments.  Prove good faith effort in achieving substantial compliance. substantial compliance with all desegregation obligations. This is based on implementation of 96.3% of those items. The interview process allowed comprehensive review of all evidence 2. Background  The District has accepted desegregation obligations as a binding contract.  Desegregation obligations are reviewed through regular updates of the Program Budget Document.  A LRSD obligations audit identified more than 2,000 items and published the listing as the Abbreviated Summary. Scan sheets were developed for each item and completed by District staff.  Compilation of scan sheet responses provided the overall status for this report. supporting obligations. implementation of 5. Position on Not Begun Items  Obligations identified as Not Begun reveal barriers to effective implementation such as unrealistic expectations.  The obligations modification process lags behind current implementation plans. 6. Internal Enhancements  An automated PBD will show new patterns of completion, allowing 3. Response Groupingsand Definition OF Terms  Responses to the scan sheets were grouped to match program names.  Responses within each program name were sorted to identify total items in compliance and items not yet begun. assessment of obligations by individual items and by schools.  The automated process increases overall accountability toward fulfillment of the obligations. Page 2Little Rock School District Position Paper on Desegregation Obligations 1. Purpose of Position Paper The daily operation of the Little Rock School District is centered on providing the public with the highest quality education available in Arkansas and the nation. With an October 1995 enrollment of 24,922 students and the employment of 3,513 people, the tasks required to provide that quality education are quite numerous. Effective coordination of those tasks and obligations the District has fully or partially accomplished, and it will show the results from those actions. public accountability for their The overall intent of this paper is to prove a good faith response by the LRSD to the complex task of meeting desegregation obligations. implementation are some of the criteria by which the District should be measured. The numerous obligations approved for the District by the Sth Circuit Court of Appeals have resulted in a lengthy and highly detailed document containing more than 2,000 obligations or specific tasks. Additionally, the LRSD Desegregation Plan is one of several plans approved by the Court for Pulaski County public school districts. The District commits significant personnel and financial resources to Further, this paper will address those obligations which the District has not fulfilled, and it will give an account for those nonaccomplishments. In some cases, an appropriate response to the obligation was not possible. In other cases, a response was possible but not attempted because circumstances made the effort unfeasible. Finally, this paper will provide an update on District efforts to meet reasonable obligations where progress is lacking. implementation and reporting of desegregation obligations. Some of these resources could be used more effectively to meet student educational needs. The primary purpose of this position paper is to More specifically, the overall intent of this paper is to prove a good faith response by the LRSD to the complex task of meeting desegregation requirements. assess District desegregation obligations. progress in meeting Secondary purposes of this position paper follow in logical sequence. To assure accountability by the District in response to desegregation obligations, this paper will identify the status of those accomplishments. It will show which It is the goal of the LRSD to meet the educational needs of all its students. In the process of meeting those needs, the District seeks to achieve unitary status or release from Court jurisdiction. We believe an objective reading of this position paper will advance that effort and better serve the interests of Little Rock students and all citizens of the community. Page 3LrrTLE Rock School District Position Paper on Desegregation Obligations 2. Background The desegregation obligations currently in place for the LRSD have evolved from legal actions and court supervision of Pulaski County school districts that began in the early 1980s. These obligations derive from the consent decrees the District has entered into with several parties, including:  North Little Rock School District  Pulaski County Special School District  Knight Intervenors  Joshua Intervenors  State of Arkansas (no longer current) toward obligations is key to the assessment and conclusions reached in this position paper. This process is the Program Budget Document (PBD). An explanation of the development and implementation of the PBD will help identify the reporting burden and the tendency for duplication imposed by the system. The PBD was developed to monitor progress on all obligations. The document identifies every obligation relating to the case and provides essential information to track relevant activity. In 1993, an audit of desegregation obligations was undertaken by LRSD attorneys at the Friday Law Firm. After review by District management, the obligations listing was filed with the court. The District's response to the desegregation obligations has been to accept them as a binding contract. The Districts response to all desegregation obligations has been to accept them as a binding contract. As a whole, this imposes a weighty burden on the District. Finances for instructional programs have been diverted toward legal fees, and an administrative capacity for the development of creative instruction has been dissipated in time spent in the legal process or in The PBD is updated quarterly with information provided by the primary leaders to reflect progress. However, many items on the PBD are repeated yearly or are part of a continuous process. These can include items such as principals writing school profiles or District Equity Monitors visiting schools. Such items are never completed in preparation of desegregation-related documents. These impositions have limited the Districts ability to meet the needs of a diverse student population. A reporting process used by the District to update the Court on progress themselves, but reports are required within the year to show how much of the task has been accomplished. Conversely, some items are maintained on the PBD and addressed even after they have been completed. (This weakness in the PBD design has been corrected in the new automated version. See Section 7. Internal Enhancements'). Page 4Little Rock School District Position Paper on Desegregation Obligations The LRSD process for reporting to the Court is centered on updates of the obligations and activities contained in the PBD. One barrier to the PBD reporting process, however, is the lack of a quantifiable assessment which clearly shows how well the District has done in meeting all its obligations. The original version of the PBD did not provide a numerical or percentage summary. duplicative obligations fSee Figure 1. Examnles of Duplication among Desegregation Obligations) and obligations being implemented for which no legal reference could be located. Additionally, numerous legal As a preliminary step toward overall assessment, the comprehensive review District began a in mid 1995 to identify every distinct obligation. The Abbreviated Summary, as the project came to be known, involved cross referencing items from the PBD and all legal documents. The audit identified 2,098 distinct obligations. A refining of the list yielded a final count of 2,008 obligations. Further, the Abbreviated Summary identified numerous inconsistencies such as documents had made separate contributions to the obligations by this time, each introducing additional requirements. Legal Documents Influencing Obligations  8th Circuit Court Orders  District Court Orders  Interdistrict Plan  LRSD Desegregation Plan  Settlement Agreement  Stipulations  McClellan Plan  Henderson Plan  Court Transcripts  Exhibit  June 5,1992 Monitoring Report Figure 1. Examples of Duplication among Desegregation Obligations Subject Abbreviated Text I Original Legal Document ID#' Incentive School Staffing 1. Make recommendations to the Board 2. Make staff recommendations 3. Make staff recommendations for ! employment to the Board LR Deseg. Plan LR Deseg. Plan LR Deseg. Plan 1783 1788 1789 M-to-M 1. Develop recruitment plan with PCSSD for Interdistrict Plan 1481 Transfers i M-to-M transfers 2. Parties to promote M-to-M transfers Interdistrict Plan 3154  ID numbers for obligations refer to listings in the Abbrc\\'iated Summary. Page 5Little Rock School District Position Paper on Desegregation Obligations The assessment process chosen for the task was for the LRSD Division of Planning Research and Evaluation (PRE) to develop computer scan sheets relating to the status and evidence of all obligations. (See Figure 2. Obligations Scan Sheet) In 1995, a process was begun in which primary leaders answered six concise questions and sent the sheets back to PRE for compiling of responses. The scan sheets asked direct questions and gave multiple choice answers. The Primary Leaders had to identify if their obligations were a) not begun, b) completed, c) completed periodically, or d) continuous/never completed (See Figure 3. Response Categories for Scan Sheet Survey of Obligations). To assure accountability, they also had to identify the specific location where evidence concerning the obligation was kept and who was responsible for that evidence. The assessment process continued with a 1996 follow-up survey to address items that had been recently added as well as allow a Figure 2. Obligations Scan Sheet Questions relating to the evidence available for the above named obligation. (e\n(i' (c) I () 1. What IS the status of the obligation? A) Not begun (If answer is A. do not complete the rest of the form.) B) Completed (If answer is B. go to question # 2.) C) Completed Periodically (If answer is C. go to question #3.) D) Continuous/Never Completed (If answer is D. go to question #3.} 2. In what school year was the obligation completed' A) Priorto1992-93 (If answer is A, go to question 114.) B) 1992-93 (If answer is B. go to question # 4.) C) 1993-94 (If answer is C, go to question # 4.) D) 1994-95 (If answer is D, go to question # 4.) (i) r lr-.k :  I  I  I  I  1 .l-StT' I  \nJ  I    I    I      .. i . ! e 3. If the obligation is on-going, in what school year was the obligation first accomplished? A) Priorto 1992-93 B) 1992-93 C) 1993-94 D) 1994-95 '!  J    'l i   i  !  5. In what form does the primary evidence for this obligation exists A) Pamphlet or Publication B) Written Evaluation, Survey or Summary Report C) Bill or Requisition D) Document {written agenda, sign-in sheet, notice of meeting, invitation, etc.) E) No evidence exists (If answer is E. do not comolete the rest of the form: however, explain why in AREA 2 on the Pack of this sheet.) I:  '  d\u0026gt;. I  I' T  'p I  f?)   fS) ' (? ffl l-(cptaa I Location where pr/mary evidence concerning this obligation is kept A) School B) District Offices. LRSD Annex. IRC, Student Assignment C) Plant Services, Procurement Food Services. Safety \u0026amp; Security, Transportation D) Adult Education |.l4\u0026gt;\n|ia4a8E) i tU Si!' 4  I f'  C   .! li I    i  I  '  .1   I  i  I  '  6 Who IS the keeper of the primary evidence? A) Primary Leader B) Secondary Leader C) Person Responsible ii\u0026gt;,| _l. . (.4 J li/   d) Signature: Date: Si    '  Page 6Little Rock School District Position Paper on Desegregation Obligations second reporting on items previously identified as not begun. The processing of scan sheets gave the District a clear and comprehensive understanding of the degree of compliance it had achieved regarding the identified obligations. r/ie scan sheets gave the District a clear understanding of the degree of compliance it had achieved regarding the identified obligations. I I I I Progress since 1993 has resulted from the improved tracking accuracy of the original PBD. A recent upgrade to a computerized PBD process will further improve its accuracy. The audit of obligations and scan sheet surveys represent other distinct improvements in the Districts overall obligations. response to desegregation Figure 3. Response Categories for Scan Sheet Survey of Obligations CO - Completed. Items done once which need no repeating. Example: Motion granted for construction of cafeteria at Chicot Elementary. ID *1177. Court Order. 4/30/93. Pg. 1 CP - Completed Periodically. Items which have repetitive schedules within fixed time frames. Example: Establish a summer school program, id #1208. inteixustnct pian. 4/29/93. pg. 13 NC - Continuous/Never Completed. Items which require on-going implementation. Example: Monitor the Desegregation Plan, id msse. lr pian. 4/29/32, pg. 28 NB - Not Begun. Items which have not been addressed. Example: Plan new junior high school construction, id #1326. lr pian, 4/29/92. pg. 129 Page 7Little Rock School District Position Paper on Desegregation Obligations 3. Response Groupings and Definition of Terms To fully understand the information reflected on the scan sheets and to communicate those results to the public in a precise manner, certain groupings of responses were made. This process included three broad steps, summarized below and detailed in the remaining sections of this report. 1 2 3 The status of individual obligations were identified on the scan sheets as CO, CP, NC, orNB. All obligations were categorized as CO or NB. Overall response to desegregation requirements was identified as Substantial Compliance (SC). The process began by grouping the scan sheet responses into PBD Program Areas. In this manner, thousands of individual obligations and strategies were brought together under distinct program names.  Restore Gifted Coordinator to Budget, ID if 5144, Court Transcript, 7/6/95. Pg. 7  Court Requires Long-Range Facilities Plan, ID 5I27. Court Order. 2/8/95. Pg. 2 All A items have been addressed in the follow up survey of February 1996, and their tally is included in the final results. As represented in Figure 4. Obligation Status - Grouping Process, the grouping process condensed five categories of responses into three. Each category represents total responses for that status and does not relate to specific programs or activities. For example, responses marked completed include those which are addressed periodically and those which are continuous/never completed or cyclical. These items are considered completed because the District has met all possible requirements for their fulfillment during the time frame or cycle. The process then gave abbreviated titles to the distinct categones of response as culminated Final grouping of the responses in the two categories, shown on the scan sheets. These abbreviations are presented in Figure 3, and examples of obligations for each category are provided. An additional category is Completed (CO) or Not Begun (NB), represented in the next section of this report. In this manner, the District has been able to provide the most direct presentation of its substantial compliance with desegregation obligations. represented with the letter A. This group includes obligations which were identified after the 1995 scan sheet survey. Examples of A items include: To assure the most accurate reporting possible, the District identified the legal definitions of the categories of response and other terms used when describing desegregation obligations. Many Page 8Little Rock School District Position Paper on Desegregation Obligations of these terms have had their original meanings transformed through usage by the media, the public, and by educators who did not fully understand them in the proper context. As a legal document, however, the Plan requires a strict and consistent interpretation. The following items are key terms^in understanding desegregation obligations and the Districts response. Obligation - a legal requirement that constrains to a course of action, an imperative for specific action. An Page 9 LtTTLE Rock School District Position Paper on Desegregation Obligations obligation is something one is bound to do. It leaves no room for negotiation, compromise, or alternative. Example: LRSD -will pay an increase of S52,604.09 in the ODM budget. ID #4113 . Court Order. 4/8/94, Pg. 1 defraud or seek advantage. Example: Provide Homework Hotlines, id ^918, lr Desegregation Plan. 4/2/92, Pg. 180 Recommendation - something which is offered or suggested as a favored action. A recommendation is worthy of acceptance, but there are no constraints upon its action. Recommendation refers to an action which is advisory in nature rather than one having a binding effect. Example: The following full time positions are recommended for each Incentive School. (20 positions are listed, including classroom teachers, counselors, etc.) lr Desegregation Plan. Incentive School Section, 4/2/92. Pg. 190 Completion - something which is fully realized, which possesses all necessary parts. Completion means an action has been brought to an end or to an intended condition. With desired results achieved, no further action is necessary. Example: Install Rockefeller Elementary Heat/AC. id # 1350. Monuonng Report, 6/5/92. Pg. 43 On-Going Obligations - certain items identified as obligations which need to be repeated on a regular basis. These on-going obligations' l can not be Substantial Compliance: conformity with the essential requirements in fulfilling formal or official obligations of a contract or a statute. Being in substantial compliance means that you have done substantially all you were required to do to fulfill the obligation. The concept of substantial compliance is the primary assessment criteria for this report. Example: Establish six thematic interdistrict schools, id #1479. imerdistnct Plan. 4/29/93. Pg. 3 totally completed because further action is necessary throughout the term of the desegregation plans. The District considers itself in compliance with these items if it fulfills the necessary action within each scheduled reporting period. These items are represented in the CP (completed periodically) or the NC (never completed) groups. Example: Maintain all school facilities for safe/operable condition. ID a950. LR Desegregation Plan. 4/2/9/92. Pg. J 29 Good Faith Effort - an effort based on an honest belief, the absence of malice, and the absence of the design to Page 10Little Rock School District Position Paper on Desegregation Obligations 4. Results of Audit and Interviews showed Results of the preliminary surveys the District in substantial compliance with its desegregation requirements. This was based on initial findings which showed implementation of 97.5% of obligations. was achieved in 1.1% or 19 obligations, and only 45 obligations or 2.6% of the total remained as Not Begun items. The need for evidence of compliance with obligations led to a final round of interviews. The intent of the interviews was to gain proof in addition to the scan sheets that all information was accurate. Interviews were conducted with all primary and secondary leaders and all persons responsible for implementation of the obligations. Evidence of all activities was reviewed by committees, and a new and more specific assessment was obtained. As illustrated in Figure 5. Results of the Interview Audit, the final number of obligations became 1,753. This was achieved by the removal of additional duplicates, recommendations, goals, and items which were obligations. identified as not The District is in substantial compliance with its desegregation requirements based on 96.3% ! implementation of its obligations. Of that group of 1,753 obligations, 96.3% or 1,689 were identified as being in substantial compliance. Partial compliance Page 11Little Rock School District Position Paper on Desegregation Obligations Figure 5. Results of Interview Audit ORIGINALLY IDENTIFIED OBLIGATIONS REVIEWED - NOT OBLIGATIONS DUPLICATE OBLIGATIONS RECOMMENDATIONS GOALS NET OBLIGATIONS AFTER AUDIT 2008 12 224 9 10 1753 RELEASED FROM COURT SUPERVISION SUBSTANTIAL COMPLIANCE COMPLETED ON-GOING PARTIAL COMPLIANCE NOT BEGUN 203 52 429 1005 19 45 1753 11.6% 3.0% 24.5% 57.3% 1.1% 2.6% 100.0% } 96.3% Substantial Compliance I SUBSTANTIAL COMPLIANCE PARTIAL COMPLIANCE NOT BEGUN 1689 19 45 1753 96.3% 1.1% 2.6% 100.0% I I i i I NOT BEGUN 3% PARTIAL COMPLIANCE 1 i SUBSTANTIAL COMPLIANCE 96% Page 12 Little Rock School District Position Paper on Desegregation Obligations 5. Position on Not Begun Items As previously stated in this report , the District has identified desegregation obligations with a Not Begun status. Analysis of those obligations showed that in some cases, the premise upon which the obligations were based was found to be flawed. In other areas, obligations were shown to be dependent on numerous factors outside the Districts control. Accountability for the Not Begun obligations is best represented through the following broad categories.  Conditional Obligation: These items are dependent on external factors which have not been met, such as partnership relations with other organizations, receipt of grant funds, or other conditions outside District control. Example: Two obligations under the Library Media section of the Interdistrict Plan and cross referenced in the LRSD Desegregation Plan call for Utilization of TV Technology and Implement Utilization of Cable Channel 19. (id #1033, Interdistrict Plan. Pg. 34, 4/29/92) The Plan states these obligations will be done if funded by a federal Star grant. The grant was not funded, therefore, the obligations were not begun.  Unrealistic Expectation: These items are unfeasible or do not generate a sufficient return to justify the effort of implementation. This decision is based on District experience in the field and is a realistic response to items developed as part of a wish list by framers of the obligations. Example: The Incentive School Support Section of the LRSD Plan requires the District to meet at homes with groups of parents, (id #2049, lrsd Desegregation Plan, Pg. 210, 4/29/92) The District has found the effort to locate and coordinate a home-based meeting of parents is a time consuming and laborious process. This obligation does not address the reality that people must be invited into a home. They can not be mandated to offer that hospitality.  Changed by Court Order: Changes in the LRSD Desegregation Plan by the Court, such as rulings from the bench and Court orders, have not been reflected as revised the language in the Plan. Example: Numerous items within the Focused Activity section of the LRSD Desegregation Plan have been superseded or redefined by a May 1, 1992 Court Order.  On Appeal: The District is involved in an appeal process to the Sth Circuit Court of Appeals regarding an the obligation. In this instance, obligation is not appropriately aligned with contemporary events. Example: A Court Order currently under appeal states that the LRSD will reimburse PCSSD SI 67,113 within 60 days of the order, (id #4111, coun order, pg. 3, 3/16/94) Page 13Little Rock School District Position Paper on Desegregation Obligations  Improperly Reported: Errors in reporting were discovered as a result of of the desegregation obligations scan sheets and audit. Example: An item erroneously reported as NB requires the LRSD to develop or enhance site-based management at designated schools, (id #0501, LRSD Desegregation Plan, Pg. 42, 4/29/92) The obligation is being implemented through staff development for principals, revision of District procedures, and enhanced principal accountability for programs. The implementation is being addressed through the Strategic Planning Action Team 8 and will continue through the 1996-97 school year.  Not Begun: These are obligations which the District has not yet implemented.The District recognizes the validity of these obligations and intends to comply with them. Example: An obligation addressing the Incentive School Latin Program calls for the District to evaluate the elementary Latin Program, (id #2021, lrsd Desegregation Plan, Pg. 164, 4/29'92) This will be done as soon as possible. Similarly, an obligation requires the District to form a media coalition that involves a series of meetings between the superintendents of the three school districts and representatives of the local media, (id #1555, Interdistrict Plan. Pg. 3, 4'29'92) Scheduling for these meetings is currently being arranged. Page 14Little Rock School District Position Paper on Desegregation Obligations 6. Internal Enhancements The LRSD has completed a revision of the Program Budget Document (PBD) reporting process which will provide information in greater detail and with instant computer access. The computerized PBD will greatly enhance the Districts ability to track on-going compliance with obligations. Staff inservice is underway for the recently designed program automation, which is expected to be implemented in the spring of 1996. updates and changes to the obligations, thereby avoiding errors resulting from changing text or phrasing of obligations. An automated computer linkage will allow primary leaders to access the system and input directly to the LRSD mainframe AS400 system. Information will address activities done toward the fulfillment of obligations. The automation replaces a manual system where computer diskettes were submitted quarterly and updated reports printed. Another improvement in the system is the automated programs ability to identify responses to single items by individual schools and across the District. This will allow school-by-school reports on specific obligations, an option not previously available. If questioned about a specific obligation, the District has immediate access to its status at each setting. The system will also show patterns of completion and allow deactivation and storage of completed obligations. PBD automation will control the publishing of Page 15LrTTLE Rock School District Position Paper on Desegregation Obligations 7. Conclusions Major accomplishments such as the identification of obligations and the implementation of a strategic planning process show the District is doing a good job of meeting its desegregation obligations. A 96.3% level of implementation affirms that achievement. The District should be recognized for its accomplishments and certain items should be released further court supervision. from The District should be recognized for its accomplishmentsand certain items released from further court supervision. The District is accountable for its response to desegregation obligations, a response represented in this report. But it should not be held accountable for all of the goals of the Plan, some of which have proved to be unobtainable in this district or any other district in the country. The desegregation plans of the District have resulted in significant desegregation accomplishments. As we near the end of the six-year life of those plans, however, it is apparent that in some ways they have outlived their usefulness. The recently completed Strategic Plan, developed as a result of significant community input and involvement, should be used to guide decisions about LRSDs future. Page 16-LRSD ADMIN. BULDING Rax:1-501-' 4-jo: Man 9:12 o 1.12 I Little Rqtk School Distbjci LRSD Press Conference May 8, 1996 For more information: Suellen Vann, 324-2020 Little Rock School District Superintendent Dr. Henry P. Williams will hold a press conference today at 1:00 p.m. to make an announcement concerning the districts desegregation plan. The press conterence will lake place on the steps ot Central High School, 1500 Park. In the event of inclement weather, the event will be held in the Central High auditorium. 810 West Markham Street  Little Rock, .ArkaMsas 73301  (501)324-3000 W5S LRSD Desegregation Case Obligations DIUFr Subject'\"! Facilities Facilities Facilities Facilities Facilities Facilities Facilities Facilities Facilities Facilities  Fed. Progs. Fed. Progs.  Fed. Progs.  Fed. Progs. Fed. Progs. Fed. Progs. Fed. Progs. Fed. Progs. Fed. Progs. Fed. Progs. Fed. Progs. Fed. Progs. Fed. Progs. Fed. Progs. Fed. Progs. Fed. Progs. Finance Finance Finance Finance Finance Finance Finance Finance Finance Finance Pli LdjMF^I Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Asst Supts Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Sac Ld Dir Plant Serv Dir Plant Serv Dir Plant Serv Dir Plant Serv Dir Plant Serv Dir Plant Serv Dir Plant Serv Dir Plant Serv Dir Plant Serv Dir Transport Principal Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance De MR MR MR MR MR CO CO CO CO I CO LR LR LR LR LR LR LR L^ LR LR LR LR LR LR LR CO C8 MR MR CO CO CO CO CO CO 43 43 43 47 47 1 1 1 1 5 1 97 96 96 97 97 97 Hl 9? 97 97 97 97 97 97 1 5 2 47 1 1 1 1 1 1 * Deputy Supt. was primary leader Page 6 Data jft 6/5/92 6/5/92 6/5/92 6/5/92 6/5/92 3/21/91 9/13/93 9/27/93 9/27/93 4/29/92 3/24/93 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 5/1/95 7/12/95 6/5/92 6/5/92 1/4/91 8/4/92 11/5/92 12/30/92 12/30/92 7/9/93 Install Rockefeller Heat/AC Complete Repairs/Stephens Incentive School Landscaping Incentive schools priority in district capital improvement Incentive schools high priority in capital funding Constr. proj. approved for Rightsell, Mitchell, Cloverdale Elem/JH, etc. Court approves sub. language on J. A. Fair constr. Old Stephens must be demolished or used for community - not left vacant Court requires LRSD to report to ODM plans for old Stephens's Bldg. Schs. in lower socio-econ. areas shall receive equal attention \u0026amp; resources May delete PAL after submission of prg. that can be monitored Pursue Federal Magnet School Grant Develop Grants To Enhance Desegregation Identify Programs/Funding Areas Submit Application to USDE for Funding Be Placed on Mailing List for Grant Applic. Form Grant Devel. Committee Develop Grant Proposal Appoint Grant Development Comm. Conclude Grant Proposal Ready for Admission Provide Grant Proposal to Board for Approval Submit Grants to A. Supt. for Review Submit Grant Proposal to USDE Submit Grants to Board for Approval Submit Grants to Agencies for Approval Pursue federal magnet school grants and funds Identity major adjust, made since 1995-96 propos. budget doc. last month. Place pooling of M-to-M funds into a central account. Demonstrate Invest, pd. for children before settlement money lost Dist. is bound to keep pledge to double fund incent, school Continue double fund, after six yrs. if inc. schs. over 80% black Restore certain cuts to 92-93 budget Reinstate individuals listed for 93-94 Restore 22.8 FTE music teachers for 93-94 \u0026amp; 7th per. at Hendersonz Any changes to budget must be court approved for budget 93-94 Revise budget so not so dependent on non-recurring revenue sources LRSD Office of Desegregation 8/4/95 nn^Sullj^WW  Gifted Prog  Gifted Prog Gifted Prog  Guid/Cnsing  Guid/CnsIng  Guid/Cnsing * Guid/Cnsing  Guid/Cnsing * Guid/Cnsing * Guid/Cnsing * Guid/Cnsing  Guid/Cnsing * Guid/Cnsing * Guid/Cnsing * Guid/Cnsing Guid/Cnsing Guid/Cnsing Guid/Cnsing Guid/Cnsing Guid/Cnsing Guid/Cnsing Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Dir Except Child Dir Except Child Supt Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec * Deputy Supt. was primary leader Page 9 w? )W Dir Gifted Dir Gifted LRSD Desegregation Case Obligations Mng Sup Serv Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Principal Principal Principal Principal Principal Principal Principal Principal Principal DUAll Pc LR 62 Date?\n'.' 4/29/92 LR 62 4/29/92 TR 1 LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR HN HN HN HN HN HN HN HN CO CO CO CO CO CO CO 35 35 35 35 35 35 35 35 35 35 35 35 37 37 37 37 37 37 25 25 15 25 26 26 26 26 3 3 3 3 3 4 4 7/6/95 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Implement Objectives Relating to Plan Implement Strategies/Activities to Refine Plan Restore Gifted Coordinator to Budget Inform Students of All Opportunities Publish Annual Document of Financial Aid, Higher Ed. Opportunities Encourage Students to Take Advantage of Opportunities Follow-up on Referral Make Parents Part. In Ed. by Keeping Them Informed Hold Community Ed. Mtg. Each Year During Spring Provide Written Info to Parents on Curriculum 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 5/1/92 5/1/92 5/1/92 5/1/92 5/1/92 5/1/92 5/1/92 5/1/92 2/11/92 2/11/92 2/11/92 2/11/92 2/11/92 2/11/92 2/11/92 Make Students Aware of Ed./Post Ed. Opportunities Hold Annual Skills/Employment Fair with Business Community Provide Guidance/Counseling to Address Student Needs Create Community Linkage to Assist Students Provide Linkages w/Service Providers and Guidance Staff Provide Minicourses in Sequenced Program Gr 4-12 Develop Sequential Minicourses Beginning w/Gr 4 Provide Teacher Staff Development in Use of Curr. Raise Awareness of Student Career Options Use Resourse Volunteers in Classes/Assem. - Career Options Provide Guidance/Counseling making Students Aware of future Options Require A/Z Students Submit Magnet Application Require Non-A/Z Students Complete OERF Use Random Selection Process for Non-A/Z Applicants Require Interdistrict Students Complete M-M and OERF Consider Applications on Basis of Deseg Requirements Only Process Applications During Spring Each Year Grant StaffTransfers According to PN Agreement Ensure Staff Racial Balance Complies w/Deseg Requirements Provide Clearly Stated Program Goals/Objectives Provide Comprehensive Description of Program Components Describe Selection Criteria for Students/Teachers/Staff Identify Students by Grade/Teachers \u0026amp; Staff by Role Identify Necessary Resources\nIdentify Costs Itemize Necessary Teacher Training (Preparatory \u0026amp; Ongoingl Provide Evaluation Criteria/Timelines LRSD Office of Desegregation 8/4/95r^^wsubjMi^^ Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag ^Pri Ld ^1 jjgse Ld ' ~ LRSD Desegregation Case Obligations De  HIPPY  HIPPY Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec Dir Staff Dev Dir Staff Dev Principal Principal Principal Principal Principal Principal Principal Principal Principal Dir HIPPY Dir HIPPY  HIPPY Dir Staff Dev Dir HIPPY CO CO CO HN HN HN HN HN CO LR LR  HIPPY Dir Staff Dev Dir HIPPY LR  HIPPY Dir Staff Dev Dir HIPPY LR LR  HIPPY Dir Staff Dev Dir HIPPY  HIPPY Dir Staff Dev Dir HIPPY LR LR  HIPPY Dir Staff Dev Dir HIPPY  HIPPY HIPPY  HIPPY  HIPPY  HIPPY Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir HIPPY Dir HIPPY Dir HIPPY Dir HIPPY Dir HIPPY LR LR LR LR LR  HIPPY  HIPPY Dir Staff Dev Dir Staff Dev Dir HIPPY Dir HIPPY LR LR  HIPPY  HIPPY Dir Staff Dev Dir Staff Dev Dir HIPPY Dir HIPPY LR LR  HIPPY Dir Staff Dev Dir HIPPY LR  HIPPY Dir Staff Dev Dir HIPPY LR  HIPPY Dir Staff Dev Dir HIPPY LR LR  HIPPY Dir Staff Dev Dir HIPPY  HIPPY Dir Staff Dev Dir HIPPY LR  HIPPY Dir Staff Dev Dir HIPPY LR  HIPPY Dir Staff Dev Dir HIPPY LR  HIPPY Dir Staff Dev Dir HIPPY LR  HIPPY Dir Staff Dev Dir HIPPY LR  HIPPY Dir Staff Dev Dir HIPPY LR LR 4 4 28 4 26 26 26 26 3 6 6 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 15 15 15 Jl 5 DUAIT 2/11/92 2/11/92 2l-iyi92 81^182 5/1/92 5/1/92 5/1/92 5/1/92 2/11/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 * Deputy Supt. was primary leader Page 10 Anticipate Impact on School Capacity, Facilities, Enrollment Identify Community Involvement in Program Development Address Program Implementation/Completion Timelines Establish 7-penod Day Hold Mtg. During 2nd Semester to Familiarize New Students Principal Meets Prior to 4/23/92 w/Staff re Commitment Ascertain Future Applicants' Commitment to Magnet Program Specialist Coordinates Program and Teaches Part-Time Do written plan for Henderson Mag. in 30 days 1 Initiate Home-based and 4-yr-old collaboration in training areas  Collaborate Implementation LRSD and PCSSD Promote the HIPPY Program with mailed flyers \u0026amp; PSA's Mail PSAs/Distribute Flyers Select 14 HIPPY Aides ' \" Select 14 Aides Conduct Initial Training Aides/Staff Arrange Logistics w/State Regional Office for Training Conduct Home Interview /Enroll Families Conduct Home Interview /Enroll Families Recruit Families Send correspondence to Churches to Recruit Families/Aides Determine Service of Coordinators Identify Families to be Served By Each Coordinator Identify \u0026amp; assign families to be serviced by aides Identify Families to be Served by each Aide Organize Instructional Material Print Curriculum Material Familiarize Aides of Implementation in LRSD Conduct 3-day Workshop Obtain Material for Program Conduct orientation meeting for enrolled families of Conduct Orientation Meeting Identify and secure meeting sites for Secure Meeting Sites for Group Mail Notification of Meeting Sites Schedule Implementation of Curriculum groups program LRSD Office of Desegregation 8/4/95M-M Transfers M-M Transfers M-M Transfers M-M Transfers M-M Transfers M-M Transfers M-M Transfers M-M Transfers M-M Transfers SubjectyV^ V? I Pl/ M-M Transfers M-to-M Mag M-to-M Mag M-to-M Mag M-to-M Mag M-to-M Mag M-to-M Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec td I Sc Ld I De I ajli LRSD Desegregation Case Obligations Dir Transport Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Principal Principal Principal Principal Principal Principal Principal Principal Principal Principal Principal Principal ST ST ST ST ST LR LR LR LR LR MC Tic Tic MC mF mF MC MC 7^ CO CO CO FF MC mF\" MC MC 7^ MC MC 4 5 6 6 7 DP .  Dau syf 142 T42 143 143 144 144 2 51 51 51 FT 51 51 60 F~ 3 F\" F\" F\" 5~ F\" 5? 51 51 52 52 DRAFT 6I26IQ\u0026amp; 3l2ei3G 8/26/86 8/26/86 S/2e/B6 8/26/86 BI2BIBB BI2BIBB ^I2BIB2 4/29/92 4/29/92 ^129192 AI29I92 4/29/92 BIMB2 Bf\\l92 5/1/92 BI-\\IB2 Bf\\l92 5/1/92 BI-\\IB2 BIMB2 Bn 192 2/1 yi92 2n 1/92 2nyi92 5/1/92 5/1/92 5/1/92 5/1/92 ' bn 192 bni92 1 bn 192 I 5/1/92 i i Provide transport, for extra-curr. act. (Cost to ADE) i ADE \u0026amp; Districts to follow payment procedures 1 ADE to pay cost of K-12 FTE students to host dist. I Current yr. payments based on previous school year i Host to report M-Ms to ADE on forms provided i Host to estimate \u0026amp; forward FTE of students to ADE in Sept. ADE to pay monthly with correction in January Host maylnof count M-M in number of reg. aide stud, number ADE pays home dist. .5 of table rate Payment provisions do not apply to magnet schools \u0026amp; programs SAO assigns students to Henderson Jr. High Magnet SAO assigns students to McClellan High Magnet SAO assigns students to Central High Magnet School SAO assigns students to Dunbar Magnet Jr. High Obtain a 60/40 ratio of either race in interdist. magnets SAO assigns students to Washington Magnet School Use Program to Achieve Racial Balance A/Z Students Must Submit Magnet Application Non- A/Z Students Must Submit OERF Use Random Selection Process tor Non-A/Z Applicants Interdistrict Students Complete M-M and OERF Consider Applications on Basis of Deseg Requirements Process Applications During Spring of Each Year Anticipate Impact on School Capacity, Facilities, Enrollment U McClellan Class Periods Provide Clearly Stated Program Goals/Objectives Provide Comprehensive Description of Program Components Describe and Use Selection Criteria for Students, Teachers, Staff Increase Academic Achievement/Decrease Disparity in Bl/Wh Interweave Business Courses With Various Subject Areas Begin 7-period Day in 1992-93 McClellan Students Also Apply When Declaring Area of Study Hold Mtg. During 2nd Semester to Familiarize New Students Familiarize Staff with Goals/Objectives of Program Principal Meets Prior to 4/23/92 w/Statf Re Commitment Grant Staff Transfers According to PN Agreement * Deputy Supt. was primary leader Page 29 LRSD Office of Desegregation 0/4/95Subject McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag Multicult Curr. Multicult Curr. LRSD Desegregation Case Obligations  Multicult Curr. Multicult Curr. Multicult Curr. Multicult Curr. Multicult Curr. Multicult Curr. Multicult Curr. Multicult Curr. Multicult Curr. * Multicult Curr. * Multicult Curr.  Multicult Curr.  Multicult Curr. * Multicult Curr.  Multicult Curr.  Multicult Curr.  Multicult Curr. Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Assoc Supt Asst Supts Asst Supts Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev  Multicult Curr.  Multicult Curr.  Multicult Curr. * Multicult Curr.  Multicult Curr.  Multicult Curr.  Multicult Curr. * Multicult Curr. * Multicult Curr. Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Principal Principal Principal Principal Principal Principal Principal Principal Dir PRE Principals Principals Supt Supt Supt Supt Supt Supt Supt Supt Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs MC MC MC MC MC MC MC CO CA CA LR CA CA CA CA CA CA CA CA LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR 52 52 53 55 56 58 y 101 101 35 100 100 100 100 100 100 101 TT? 64 65 65 66 66 66 66 66 66 66 66 66 66 67 67 67 * Deputy Supt. was primary leader Page 30 Jii/'DateJ^L 5/1/92 5/1/92 5/1/92 5/1/92 imAFT Ascertain Future Candidate's Commitment to Magnet Program 5/1/92 5/1/92 5/1/92 2/11/92 12/21/90 12/21/90 4/29/92 12/21/90 12/21/90 12/21/90 12/21/90 12/21/90 12/21/90 12/21/90 12/21/90 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 ' 4/29/92  4/29/92 i 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 i Ensure Staff Racial Balance Complies w/Deseg Requirements ! Identify Students by Grade/Teachers \u0026amp; Staff by Role ! Provide Program Implementation/Completion Timelines ! Identify Necessary Resources \u0026amp; Costs ! Itemize Necessary Teacher Training (Preparatory \u0026amp; Ongoingl ! Provide Formative/Summative Criteria/Timelines ! Do written plan for McClellan Mag. in 30 days  Est. sequntl. Unit among data, planng., goal dev., curr. dev. and budgeting I Require 1 goal in school's annual plan be related to stud. ach. Create Academic Intervention Strategies ' Dav- \u0026amp; adopt a compreh. Bd. policy framework for curr. management ' Dev, policy establishing purpose for curr. \u0026amp; progs, of district Dev. policy that sets min. goals and obj. for all student learning outcomes Require congruence among curr. objs., tching techqs, \u0026amp; dist. test asses. Est. policy requiring texts to align w/adopted curr. outcomes est. by Board Dev, policy that outlines clear procd. for curr. dev.and includes Bd adopt Require Bd to use achieve, data in their goal-setting process Establish consistency and equity in educational programs Monitor Staffing Develop Speaker's Bureau Establish Curriculum Review by 9/30/91 Implement Curr. Review/Revision Cycle Provide Teachers Formal Course Training Obtain Info on Multi-Cultural Courses from Colleges Advertise Course Offerings to Staff Identify Summer/Fall Course Participants Develop District A/V Resource Catalog Review \u0026amp; catalogue A/V materials Purchase Addit. A/V Materials from Budget Identify Other Resources tor A/V Materials Revise A/V Catalog for LRSD Place Initial Supp. Order for A/V Materials Plan annual instructional materials fair (Multicultural) Plan Fair as Component of Pre-School Conference (more) Identify Vendors of Instructional Materials LRSD Office of Desegregation 8/4/95_ TUESDAY, AUGUST 8, 1995  Copyright O Uttlp Rock Nowspopors, Inc. LRSD lists mandates from suit Money running out before goals reached BY CYNTHIA HOWELL Democrat-Gazette Education Writer U.S. District Judge Susan Webber Wright figures the Little Rock School District has spent an average of/$34,812 on each of its more than 2,000 desegregation mandates since 1989. The judge made the calculation last week after learning school district officials had, for the first time, compiled a complete list of their desegregation obligations. Wright observed that the district has received 92 percent of the $73 million it will get from the state as the result of a 1989 financial settlement in the desegregation lawsuit. But the district estimates it has complied with about 41 percent of 2,097 obligations. Im aware that the money is being dispersed at at rate greater than the rate of meeting the goals, the judge said. She reminded district officials of a federal appeals court order that said the inability to afford the desegregation plan cant be an excuse for non- compliance. While the district has satisfied 41 percent of the obligations, officials estimate that another 51 percent are ongoing commitments, such as racially balancing enrollments at each school. After last weeks court hearing, the district on Friday submitted a copy of its mandates to the judge. Dr. Russ Mayo, associate superintendent for desegregation, called the 59-page list user-friendly. Compiling the list was a first step in determining how much progress the district has made in complying with each obligation, he said. The district plans to present evidence showing how it has met some of its obligations at a hearing Aug. 30. The obligation list gives a brief, one-line description for each mandate. It also notes the administra- tors overseeing implementation of each mandate and its source. There are 10 different possible sources for each obligation. Those sources include the districts desegregation plan, the Pulaski County interdistrict plan, the 1989 settlement agreement with the state, transcripts from past court hearings and a a 1990 audit of the districts educational programs. The people listed as having primary responsibility for implementing each desegregation obligation include school board members, the superintendent, the associate and assistant superintendents and Sterling Ingram, who Williams said was recently appointed district director of staff development. Meeting the obligations can include any thing from keep staff and citizens informed, to provide transportation for extracurricular activities and monitor and evaluate recruitment to the incentive schools. The document also includes information showing how the hundreds of desegregation duties once assigned to the deputy superintendent have been redistributed among staff members.Arkansas Democrat gazette THURSDAY, MAY 9, lg96 Schools Henry Williams LRSD 96.3%\nin compliance, Williams says BY CYNTHIA HOWELL Democrat-GazEttB Educatoi Writer The Little Rock School District has complied with 96.3 percent of its desegregation obligations and deserves to be released from federal court supervision. S__u-p erinregation. for his role in identifying fondent Henry Williams sa  obligations included in J- ' tile 1989 desegregation plan, as Stoi^g m .front of histo c i well as obligations included in fed- Central High School and speaking | , orders, court transcriots. to more than 100 school and com- JUDGE ends court-munity leaders, ordered busing in Williams pro- Cleveland. claimed the dis- Page 10A. tricts long, ar- ----- ----------------- duous journey to achieve school desegregation near an end. In li^t of the districts degree of compliance with its 1,753 desegregation obligations, Williams said, attorneys will ask a federal judge next week to release the district from court supervision, thereby ending the school systems 13-year-old desegregation lawsuit, It will be up to the judge to review the evidence and make some kind of ruling on our compliance, Williams said. We believe we have irrefutable evidence that we have substantially complied. Substantial compliance means we See SCHOOLS, Page 10A  Continued from Page 1A have done all that we can do with a particular obligation.\" The Little Rock district has been operating under a desegregation plan and court orders that touch virtually every' aspect of its operation. Williams announcement was greeted with sustained applause and congratulations from onlookers, including Little Rock Mayor Jim Dailey. Some people involved in the case expressed reservations, however. Among its many provisions, the desegregation plan requires construction of a new King Elementary School, operation of some doublefunded elementary schools, development of a multicultural curriculum, and operation of magnet programs and interdistrict student transfer programs. District officials submitted a position paper Wednesday to U.S. District Judge Susan Webber Wright describing the method used to determine the 96.3 percent rate of compliance. Williams praised Dr. Russ Mayo, associate superintendent for deseg- ' eral court orders, court transcripts. and agreements negotiated with other parties in the lawsuit. The district complies with 1.689 obligations. Williams said. There are an additional 19 obligations only partially completed and 45 never begun. The district, for e.xample, never planned for construction of a new junior high, as required by its desegregation plan. Nor did district officials meet with parents in their homes about children attending the incentive elementary schools, another requirement. Little Rock School Board member Judy Magness attended the announcement and later praised Williams for his efforts to measure the degree of compliance. Finally we have a superintendent who stayed here and dug into this to see what we had accomplished, Magness said, Im grateful for his leadership. But Linda Ponde.xter, president of the school board, was skeptical about the accomplishments and concerned that Williams made the announcement without involving the school board. This is nothing short of a miracle, said Ponde.xter, who didnt attend the announcement. Six months ago we were told by the superintendent that we had an un-\nworkable desegregation plan. Today* we have 96 percent compliance, fl believe in Biblical miracles, but? lets get real.\" She said the final as-* sessment will be up to the judge. ! The school board will discussf the compliance report withj Williams at a special board meet-i ing at 5 p.m. today, Pendexter said.: John Walker, an attorney for black families who intervened ini the desegregation lawsuit said he.' doesnt believe the district has^ made significant headway in meet4 ing its desegregation goals. The\nachievement disparity between\nblack and white children hasnt! been eliminated, and black stu-? dents are still more likely than^ whites to be bused to school and to be punished, he said. j Ill feel better when I see thej eridence that confirms what Drj Williams says. Walker said. think it will prove to be very em-t barrassing to this district if it turns? out that what he said is untrue. Walker also said the districts\nclaims contradict findings abouti compliance made in reports to the? judge by the federal Office of De-^ segregation Monitoring. 5 .And he said Wednesdays an-? nouncement will undermine the\nwork of a citizens committee com-* missioned by the school board to? propose amendments to the deseg-j regation plan. .Asked whether ther work of the citizens committee was unnecessary, Williams said his job\nis to present the school districts\nposition to the community. ,  I dont have any control over\nthe committee. Williams said, i\ncan't tell you that the committee\ndoesnt need to e.xisL The commit-3 tee members may point out other\nthings that we need to consider.^ JJ They may have value.' Williams acknowledged that en-3 rollment in some of the districts^ schools has become heavily blacki because of white flight. But raciaC composition and white students*\nhigher achievement test scores^ shouldnt preclude the district' from getting released from court\nsupervision, he said. He is opti-\nmistic that he will soon be able ten show that the academic disparity\nhas lessened.\nChris Heller, an attorney for the^ school district said the motion he! files ne.xt week will show that the' district is better desegregated than\nother districts across the countryll that have been released from court\nsupervision.  School board members Mag-? ness, John Riggs TV, Mike Daugher-! ty and Dr. Katherine Mitchell at-1 tended the announcement I 6 EDUCATION WEEK  MAY 22,1996 Across the Nation Little Rock Seeks End to Oversight of Desegregation Efforts By Jeff Archer 'The superintendent of the Little Rock schools planned last week to seek an end to court supervision of desegregation efforts in the Arkansas district. But the announcement troubled some school board members, who werent told about it in advance and who were skeptical about the prospect of a speedy end to federal court oversight. During a press conference at historic Central High School, Superintendent Henry P. Williams said a recently completed analysis showed the system has met 96 percent of its desegregation goals. We believe weve done those things we were obligated to as part of the desegregation plan, Mr. Williams said in an interview. Were not going to do anything different, but we would have the freedom to modify our programs as best as we see fit. Board members said, however, that they had yet to receive the voluminous review. u 'I havent seen it, so I cant go n out and give it a glowing report, said Linda Pondexter, the board president. I feel the board should have been informed first. At a meeting later in the week, the board decided that Mr. Williams could proceed with filing the motion with U.S. District Judge Susan Webber Wright in Lillie Rock. Still, there are things we said we were going to do that we simply have not done, Ms. Pondexter said. If he is able to prove that we have, then great. But the sudden announcement troubles some board members. Disagreements over the management of the 26,000-student district during the past year have split the boards support for the superintendent. Last fall, the board voted 4-3 riot to extend Mr. Williams current contract, which ends alter the 1996-97 school year. The Longest Struggle Little Rock made history in 1957 when Gov. Orval E. Faubus mobilized the Arkansas National Guard in an attempt to thwart school integration there. In response, President Eisenhower sent federal troops to protect nine black students ns they became the first to attend the traditionally all-white Central High School. The districts current desegregation case stems from the tremendous white flight that occurred in the following decades. The Little Rock case differs from most other desegregation cases because the district itself initiated the lawsuit, and so the remedy was court approved rather than court ordered. In 1982, the Little Rock schools sued the state and two surrounding districts in an effort to consolidate with them. Although a federal judge approved the idea, an appeals court overturned his ruling. Instead, the districts agreed on a greatly modified plan as part of a final settlement the court approved in 1992. The final plan involved a series of programs designed to improve education in Little Rock and to attract white students from the suburbs. As part of its settlement with Little Rock, the state agreed to pay about $73 million to subsidize the districts desegregation efforts over several years. (See Education Week, March 8, 1989.) Mr. Williams noted last week that the district will receive the last of those payments next year, although the district still will receive some other state funds for desegregation programs.Little Rock School District Audit of Obligations October 1993-October 1994 o S o o o c5 y 6' -.3 CM o ialil U..^3 a \u0026lt;0 cn rn \u0026lt;*.0 vO cn till I i i  i 1  r \u0026gt; c/i H: I I -4 November 22, 1994 toLittle Rock School District Audit of Obligations October 1993-October 1994 The purpose of the annual Audit of Obligations is to catalogue and merge into the Program Budget Document all desegregation obligations incurred during the previous year. In October 1993, all previous obligations under the desegregation plans were researched and identified. By February 1994, they were added to the Program Budget Docnnicnt. Thal Program Budget Document represents all incomplete obligations of the district through October, 1993. This years audit is for the period from October of 1993 through October of 1994. All court orders, hearing transcripts, monitoring reports, and stipulations were reviewed for that period. The obligations were extracted from the documents and listed. The list has been reviewed by Ihe Superintendents Council, the Superintendent, LRSD Aliorneys, and the LRSD Office of Desegregation. This year research on Ihe audit includes an update on Ihe status of each obligation. Responsible persons were asked to report on Ihe status on the listed obligations. Responses have been reduced Io codes. The audit is included here in chart form for easy reference. Evidence of Ihe status of each is maintained by Ihe person responsible. The chart is divided according to the documents from which the obligations were drawn. In Ihe far left column, each obligation or recommendation is numbered in sequence for easy reference. The dale of the document, type of document, page, obligation, person responsible, and Ihe date ihe obligation was completed (if completed) is included. Codes appear along the right side of the chart. They indicate the status of the obligation. Their legend appears al the bottom of each page. Those without a code cannot be attempted until other events occur. They are found in the section on the Stephens Stipulation. Final written comments from Judge Wright concerning the Stephens Stipulation are expected. Document types from which obligations came are coded as follows: MR = Monitor's Report TR = Transcript COxxxx = Court Order ST = Stipulation A copy of this audit will be sent to the following locations and people\nI. 2. 3. 4. 5. 6. 7. 8. 9. Filed with the U. S. Federal Court, Eastern District of Arkansas (Judge Susan Wright and all parties)\nMembers of the Lillie Rock School District Board of Directors\nThe Superintendent of LRSD\nMembers of the Biracial Committee\nMembers of the Parent Council\nMembers of the Superintendents Council Each Program Manager affected (Io be included in the Program Budget Document for monitoring unless they are completed, one-time obligations)\nThe Director of Planning, Research, and Evaluation as custodian of the Program Budget Document\nand. The LRSD Office of Desegregation. Russ Mayo, Associate Superintendent for Desegregation1 2 3 4 5 6 7 8 9 10 11 12 13 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 5 5 12 12 13 15 15 15 15 22 22 22 27 LRSD A udit of Obligations October, 1993 to October, 1994 Ai C. OM iJl(^ i^- INCENTIVE SCHOOL MONITORING REPORT (1992-93) RECOMMENDATION _________________________ Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated.___________ Identify the facts that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools.____________________________ Establish goals and objectives for racially balancing each incentive school staff as part of a comprehensive long-range strategic plan for implementing the incentive school features. Exempt incentive schools from being forced to accept any employees that have not been interviewed and recommended by the principal and the school's staffing committee.____________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators, and the Joshua Inten/enors. The committee assesses staffing needs, sets criteria, assists in recruiting quality staff, and determines hiring procedures. (LRSD Plan, pg. 190)____________________________________________________ Institute staffing needs assessments as an annual process in the incentive schools.____________ Develop a comprehensive guide for assessing staffing needs which incorporates the factors listed in the plan as well as other relevant archival and anecdotal data._____________ Train principals and staffing committees in procedures for effective assessing staffing needs. Involve the LRSD Human Resource Department as an integral part of the assessment process._______ Develop specific, comprehensive job descriptions for instructional and supervision aides. Make sure all aides receive a thorough orientation to their individual job along with comprehensive, ongoing formal training in areas such as child development, supervision and classroom management, learning styles, and discipline techniques. _______________________________________ Provide teacher inservice training in the effective use of instructional aides that include team-building activities for teacher and aide teams.____________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. Requirement: The parties shall have as a high priority the elimination of educational achievement disparities between black and white students, and recognize that eliminating disparity may place greater demands on the black students in racially identifiable school than on others. (Interdis. Plan, pg 6) - Needs to be done + In progress dX4f\u0026lt;^ PERSON Mayo, Wagner Matthis Hurley Hurley Hurley Asst. Supt. Matthis Matthis Woods Matthis Asst. Supt. Hurley Woods Woods Matthis DONE 8-94 8-92 11-93 11-93 * Completed + + + + 14 15 16 17 18 19 20 21 22 23 24 25 26 27 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 LRSD Audit of Obligations, November 1994 ------------------------------------------------ Page 2 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 30 34 38 38 38 38 38 38 38 40 41 41 41 41 _____________________RECOMMENDATION ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. Requirement: Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27)________________ Increase the amount of time the gifted and talented program specialists spend in the incentive schools so they can fully implement the G/T program and spend more time identifying the children whose needs can be met through the program._________________ Continue to repair roof leaks at Franklin as they occur. Once a leak is corrected, repair or replace water damaged ceiling tiles and carpet._______________________ Repair or replace the leaky roof in Mitchell's reading room Replace the loose floor tiles in Mitchell's hallway.__________________ Develop a schedule of carpet repair or replacement for Rockefeller, Mitchell, and Rightsell. Repair the floor and wall in Rightsell classroom 3-B, and then replace any damaged carpet.__________ Take steps to correct the remaining drainage problems at Rightsell, including relocation of any down spout draining toward the foundation.____________________________________ Make sure all incentive school principals are aware that district funds are available to improve landscaping at their schools if a parent, teacher, or community organization will take maintenance responsibility for plantings.____________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans Requirement: The incentive school program promotes and ensures academic excellence in schools that have been difficult to desegregate. The incentive school program compensates the victims of segregation and serves as a tool for promoting meaningful and long-term desegregation in these schools and in the entire school district. (LRSD Plan, pg. 149)_____________ Create job descriptions for council members that clearly identify the district's expectations of the council-membership responsibilities, and the amount of service time involved.__________ Outline the council's organizational structure and its working and reporting relationship to the school board, district administrators, the incentive schools, and other monitoring entities.___________ Provide a comprehensive orientation for the council at the beginning of each school year so all members will understand their role, district policies and procedures, communication channels, and what district resources and support are available.__________________________ Develop and carry out a specific plan for meeting council obligations that includes goals and objectives, tasks, timelines, persons responsible, and evaluation criteria that addresses the council's desegregation plan obligations. - Needs to be done + In progress PERSON Roberson Donaldson Eaton Eaton Eaton Eaton Eaton Eaton Eaton Matthis Mayo, Buchanan Mayo, Buchanan Mayo, Buchanan Mayo, Buchanan DONE 8-94 9-94 7-94 7-93 7-92 1-94 6-94 6-94 6-94 * Completed + +28 29 30 31 32 33 34 35 36 37 38 . 39 40 41 LRSD Audit of Obligations, November 1994 ____________________________ Page 3 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 I 2/03/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 41 41 41 43 43 43 45 45 46 47 47 48 48 49 ____________________________________RECOMMENDATION Develop a monitoring instrument for council use that correlates specifically with desegregation plan and court order requirements. Such an instrument and the information it elicits will facilitate an ongoing assessment of how well the district is complying with its obligations.______________ Help the council develop monitoring and reporting procedures, guideline, and schedules that provide members clear direction for their monitoring tasks_____________ Coordinate monitoring activities with other internal monitoring groups including the district biraci^ committee, school biracial committee, and the Department of Planning, Research and Evaluation. Such coordination will help avoid monitoring gaps and duplication and also help ensure more effective use of time and other resources._______________________ Include as a member of the Early Childhood Education Task Force at least one instructional aide or teacher from each school having a four-year-old program._________________________ Increase the involvement of area colleges and universities by naming active higher education representatives to the task force._________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. Requirement: Writing to Read labs, or another instructional technology program, are in place for grades K-2 at each school. (LRSD Plan, pg. 152)_____________________________________________ Base staff development on activities on areas of demonstrated need.______________ Utilize Teacher Assistance Plan (TAP) for those teachers who need the help available through the TAP approach._______________________________________________ Encourage principals and assistant principals to attend subject area in service meetings so they. too. are well informed and understand the new curriculum____________________________ Ensure that each school develops and executes a plan for fully implementing its theme by the opening of the 1993-94 school year.___________________________________________________________ Provide equal treatment for Stephens Incentive School by providing full support for a school theme. Children at Stephens are entitled to every incentive school feature guaranteed them by the Settlement Plans, unless the district should seek, and the Court grant, permission to temporarily deviate from a particular plan provision._____________________________ Establish a schedule of regular meetings among the incentive school program specialists so they can discuss effective theme implementation strategies, share ideas, and review experiences Encourage interaction among the incentive school program specialists and those specialists assigned to the magnet schools. Capitalizing on in-house expertise and encouraging cooperation among the schools will help strengthen the district's programs._________________ Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom. - Needs to be done + In progress PERSON Mayo, Buchanan Mayo. Buchanan Mayo, Buchanan Price Price Price Woods Parker Asst. Supt. Asst. Supt. Asst. Supt. Grier Grier Glasgow DONE 3-94 6-94 10-94 8-93 * Completed + + + + + + + +42 DATE 12/09/93 DOC MR Pg 49 43 12/09/93 MR 51 44 12/09/93 MR 51 45 12/09/93 MR 51 46 47 48 49 50 51 52 53 54 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 MR MR MR MR MR MR MR MR MR 51 52 53 55 56 57 58 61 61 LRSD Audit of Obligations, November 1994 ------------------------------------------------ Page 4 RECOMMENDATION __________________________ Ensure that the materials needed for all science experiments are available to school staff and make sure teachers are aware of procurement procedures. Capitalize on the district's resident expertise and experience to assist the incentive schools in establishing a foreign language program as an integral part of the overall school program Place as many qualified foreign language teachers as needed to provki^SpanisKlnstruction to incentive school students as part of the regular school day instructional program Encourage the Spanish teachers to develop a series of Spanish \"mini-lessons\" for each grade level to help the regular classroom teachers reinforce foreign language instruction across the curriculum Increase the amount and improve the quality of Spanish language materials available in each school. ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153)___________________________________ Provide sufficient training and support to enable all schools to fully implement Abacus during the 1993- 94 school year.________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: The Effective Schools model operates in each school, with training provided for implementation. (LRSD Plan, pg. 154)________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: The school emphasizes a classics reading program and uses the basal reader to augment the classics. (LRSD Plan, pg. 154)__________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plans. Requirement: A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. The staff schedules time for instruction, provides materials and supplies, and documents student achievement. (LRSD Plan, pp. 154, 159-164)________ Incorporate leisure time activities, which students can pursue throughout their lifetime, as part of the physical education curriculum.___________________________________________ Strengthen efforts to recruit mentors for the students. Having at least one special friend, coach, and encourage can be so important to a child's development that every student who needs or wants a mentor should have one._________________________________________________ Consider a trainer of trainers program or similar means to equip principals or other school staff to train volunteer mentors. - Needs to be done + In progress PERSON Glasgow Grier, Parker Grier, Parker Grier, Parker Grier. Parker Matthis Woods Woods Asst. Supt. Grier, Parker Matthis Milam Milam DONE 8-94 8-93  Completed + + + + 7^ + .A55 DATE 12/09/93 DOC MR Pg 63 56 57 58 59 60 61 62 63 64 65 66 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12,'03'94 MR MR MR MR MR MR MR MR MR MR MR 65 68 68 68 68 68 68 68 70 70 72 LRSD Audit of Obligations, November 1994 -------------------------------------------------Page 5 ___________ RECOMMENDATION Abandon the practice of limiting three-and-four-year-oid children to walking field trips and allow them to travel by bus to any appropriate site, with parental approval. Whatever the past misunderstanding that resulted in travel restrictions for young students, ADE should confirm that, with appropriate parent permission, it is lawful to transport children of these ages in public school buses. Treat and teach career skills development as an integral part of school life. Solicit candid feedback from summer school participants (including staff, parents, and students) about what they most and least valued about the summer school programs. Ask them to identify those elements that enticed them into the program, what facilitated their participation, and any barriers that impeded it._________________________________ Ask incentive school parents and students who did not take part in summer school to identify why they did not participate and what would most likely induce them to attend. Seek broad-based input from incentive school staff, parents, and students to learn what course offerings or other program features make summer school most appealing to prospective participants. Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for continuous improvement. Include the incentive school principals, teachers, students, and parents in the assessment, publish and analyze the results, and when act decisively upon what the evaluation reveals.______________________________ Mount an aggressive marketing campaign for summer school recruitment, getting ideas from staff, students, and parents and also encouraging them to help recruit. Maintain thorough and accurate records of all summer school information, including planning, recruitment efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in each program category and individual class, and a record of these students' home school. Comprehensive records will enable program planners to track success and make appropriate program modifications as needed.____________________ Consider implementing the recommendations made by the extended year administrative staff in the district's summary report._________________________ Encourage partnered schools to develop some joint projects and co-activities so students will learn how to plan, organize, and cooperate on activities that they develop. Shared ventures could held increase participation in Saturday School activities. The principals should collaborate with each other to provide the necessary resources and to ensure successful projects. Consider pairing Franklin with two smaller incentive schools for Saturday School activities so no incentive school is without a partner to encourage sharing and variety. Design the extended day survey to include a description of the skills a student develops while engaged in leisure time activities. This design will help parents and students recognize the importance of a good balance between work and play. - Needs to be done + In progress PERSON Cheatham Elston Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt, Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Asst. Supt. Asst. Supt Asst. Supt., Principals DONE T94 8-92 10-93 10-92 * Completed + + + + + +67 68 69 70 71 72 73  74 75 76 77 78 LRSD Audit of Obligations, November 1994 ___________________________ Page 6 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 I 2/03.94 DOC MR MR MR MR MR MR MR MR MR MR MR MR Pg 72 76 76 78 78 78 84 85 89 89 89 91 ____________________________________RECOMMENDATION Make sure all extended day students have an opportunity for some fun activities, such as jump rope, board games, or making up and reciting rhymes. It's developmentally and emotionally healthy for students to participate in wholesome activities just for fun.___ Make an effort to pair aides and teachers who are compatible with each other, and provide training that will enable instructional aides and classroom teachers to work together as an effective team. Provide pre-service orientation and training for ail aides, and follow-up with regular inservice, on topics that include behavior management techniques and other subjects that will contribute to the aides' effectiveness.______________________________ Consider having VIPS train incentive school principals to serve as instructors for new mentors so these building leaders can conduct their own streamlined, on-site mentor training. Allow principals to contact and select pre-professionals from institutions of higher education when the opportunity presents itself. Sometimes the best deals occur because of a chance meeting at a seminar or conference. It doesn't make sense for a good opportunity to get lost in bureaucratic wastelands.___________________________________ Expand contacts with and widen access to the variety of community-based programs designed to support children and families.______________________________ Allow teachers who want to leave the incentive schools to do so with impunity. If staff members wish to transfer elsewhere, they are not necessarily unfit or incompetent\nthey may simply not be suited for the incentive school experience. It cannot be overemphasized that the district should only assign people to the incentive schools who are not only talented, committed, and experienced, and who also want to be there. _______________________________ Comply with the requirement to develop complete student performance profiles for each child and then use the information to define and guide each student's learning path and to help determine the effect of the variables these profiles record.______ Make sure that each incentive school has a full-time certified guidance counselor on staff throughout the school year.______________________________ Decide each incentive school's need for a social worker, then staff accordingly. Require incentive school counselor to meet as a group on a regular basis. Such meetings will provide an informal atmosphere in which to discuss problems unique to incentive schools, develop solutions, share ideas and success stories, and Io explore ways to expand their resources. Counselors need the support and encouragement they could get from an organized group of peers. Assign a district employee the responsibility for fully developing and implementing the plan requirements for a program that will equip parents with job skills necessary for employment at all levels within the incentive schools. Be sure Io include program goals, objectives, timelines, persons responsible for each step of implementation, and evaluation criteria. - Needs to be done + In progress PERSON Asst. Supt, Principals Principals Woods Milam Asst. Supt. Principals Hurley, Asst. Supt. Principals Hurley, Asst. Supt. Hurley, Asst. Supt. Elston Marlin DONE 10-92 8-94 9-94 8-94 8-94 + + + 1-94  * Completed79 80 81 82 83 84 85 86 87 88 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 LRSD Audit of Obligations, November 1994 ----------------------------------------------- Page 7 DOC MR MR MR MR MR MR MR MR MR MR Pg 92 92 95 97 97 98 105 105 105 106 ____________________________________RECOMMENDATION Follow up to provide appropriate assistance to survey respondents who have expressed interest in receiving specialized help from the district, such as obtaining their GED,_____________ Evaluate the cost effectiveness of using local community resources, such as the Parent Learning Center, as a means for providing education opportunities for parents._____________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208)___________________________________________________________________ Evaluate the parent workshops offered to determine if they are meeting the plan's goal of helping incentive school parents understand and carry out school expectations.________ Ask workshop participants to evaluate each session at its conclusion to make candid suggestions for training improvement and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and make changes accordingly. ______________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plan. Requirement: Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PTA meetings, displays awards, gives school lunch vouchers to award winners, and involve students in the recognition selection process. (LRSD Plan, pp. 209-210)___________________________________________________________________________ Standardize the method staff uses to document and repoit home and school communication to promote data consistency and accuracy. In order to standardize reporting and minimize the burden of documentation, schools could use a simple form identifying the contact date, type of contact (such as parent/teacher conterence, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, or other), and a brief description of the results of the contact or any other pertinent information._________________________ Train incentive school principals and staff to serve as trainers for new mentors so they can conduct their own mentor training, if needed, and thereby expedite mentor placement.____________ Develop transportation policies and procedures, ensuring that principals are aware of this service, know how to identify parents' transportation needs, and understand how to arrange for it to support parent participation where needed.________________________________________ Provide parents with current school year contracts to sign when they register their children in the incentive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign that either the school, the district, or both don't place much value on the contracts or parent commitments._________________________________ - Needs to be done + In progress PERSON Martin Milhollen, Martin Gill Gill Gill Principals Principals Woods Cheatham, Principals Principals DONE 3-94 4-94 * Completed + + + +89 DATE 12/09/93 DOC MR Pg 109 90 91 92 93 94 95 96 97 98 99 100 102 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 MR MR MR MR MR MR MR MR MR MR MR MR 109 109 116 116 117 117 117 117 117 117 117 120 LRSD Audit of Obligations, November 1994 ------------------------------------------------ Page 8 ________________________ RECOMIVIENDATION __________________________ Assign a LRSD employee the responsibility for coordinating the speakers bureaus and assisting the key communicators. Without consistent direction and support, those who volunteer as a speaker or key communicator can't be expected to carry out their responsibilities effectively Develop and implement a comprehensive plan for utilizing the services of the speakers bureaus and key communicators that includes specific goals, objectives, the persons responsible, and evaluation criteria to determine success and where changes need to be made. Develop job descriptions for the speakers bureau and key communicators that clearly identify the job goal, qualifications, performance expectations, the participant and district responsibilities, and the amount of time that will likely be required to successfully perform each job._____________ Seriously consider placing at Rockefeller an early childhood program specialist who has the credentials and experience that clearly illustrate adequate training and interest in the education of very young children.__________________________________________________________________ Re-establish the Rockefeller advisory group. Regularly evaluate Rockefeller's early childhood education policies as specified in the plan and then publish the results in an informational handbook for parents.__________________ Make sure that the early childhood students receive the services of the school's counselor. Very young children can need the specialized insights and services of a counselor professional just as much as older children.__________________________________________________ Concentrate the same level of attention, funding, and materials on the Rockefeller Early Childhood Magnet Program that the district lavishes on other magnet schools and programs.________________ Broadly publicize the Early Childhood Magnet Program. This program is truly unique and the district should capitalize on its success._______________________________________________________ Refrain from placing any uncertified teacher in an early childhood classroom._____________________ Provide regular, quality staff development opportunities for the early childhood education staff._______ Ensure that Rockefeller serves as an early childhood education model, demonstration site, and training center by initiating the innovative practices described in the desegregation plan, utilizing advice and expertise from parents, teachers, and college and university staff. ODM makes no neviz recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. Requirements: Fundings for the Incentive Schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (Interdis. Plan, pg. 4) The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court- approved desegregation plan as incentive schools. (LRSD Plan, pg. 1) - Needs to be done + In progress PERSON Wagner, Principals Wagner, Principals Wagner, Principals Matthis Price, Mangan Price, Mangan Mangan Milhollen Mangan Mangan Mangan Mangan Milhollen DONE 1-94 3-94 93-94 8-93 93-94 ongoing Annually * Completed + + +103 104 105 DATE 03/11/94 03/11/94 03/11/94 106 03/11/94 107 I 03/11/94 108 109 110 111 112  113 114 115 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 t2\nO3\n94 LRSD Audit of Obligations, November 1994 -------------------------------------------- Page 9 Incentive School Recruitment Monitoring Report DOC MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 12 12 12 12 12 12 13 13 13 13 19 20 20 _______________________ RECOMMENDATIONS Evaluate the means parent recruiters are using to inform the community about the incentive schools hotline, then analyze the findings to determine more effective ways to heighten awareness of this service. Ensure that prospective parents receive information about the incentive schools by expanding the target audience. Assign specific district employees the responsibility and accountability for fully developing and implementing all the district's recruitment obligations identified in the desegregation plans, marketing plan, and court orders. Develop a system to ensure that employees responsible for incentive school recruitment receive ail monitoring reports and court orders that deal with the incentive schools. Establish parent recruitment teams in each incentive school, staffing the teams according to qualification and job descriptions that clearly state the team charge, the district's expectations, qualifications (such as skills, experience, or school affiliation), the amount of time involved, and the precise duties anticipated. Implement an orientation and training schedule for the recruitment teams that utilizes the skills and expertise of parents and district personnel who have a track record of successfully promoting desegregation. Utilize up-to-date enrollment and school capacity data to develop a plan to target specific schools and neighborhoods for recruitment to the incentive schools. Survey white parents in LRSD and PCSSD to find out what features they consider when selecting a school and what would prompt them to request a desegregation transfer to an incentive school for their children. Develop a comprehensive and detailed annual recruitment plan for each incentive school. Annually identify specific recruitment goals for each incentive school and regularly track the headway made toward each goal. Establish a target date for completing recruitment efforts, measuring results, and deciding whether to petition the Court to release available pre-kindergarten and kindergarten seats to black students who could benefit from the district's early childhood education. Routinely survey parents whose children opt out of incentive schools to determine why they leave and to which schools they move. Then use this information to modify recruitment and retention strategies. Consider adding four-year-old classes at the incentive schools which have only one class, thereby achieving a more even grade structure that can help foster desegregation as children rise from one grade level to the next. - Needs to be done + In progress PERSON Wagner Wagner Wagner Mayo Principals, Wagner Principals, Wagner, Ingram Wagner, Principals, Wagner Principals Wagner, Principals Wagner. Mayo Principals, Ingram Matthis DONE 1-94 + 5-94 9-94 + 8-94 * CompletedAudit of Court Orders \u0026amp; Transcripts I DATE 01-25-94 117 118 119 120 121 122 123 124 125 126 127 128 01-26-94 01-26-94 02-04-94 02-04-94 02-25-94 03-16-94 04-05-94 04-08-94 04-22-94 06-07-94 06-07-94 06-07-94 LRSD Audit of Obligations, November 1994 ------------------------------------------------ Page 10 DOC TR TR TR CO2091 CO2091 TR CO2129 CO2146 CO2155 TR TR TR TR Pg 54 227 241 2 6 115 3 5 1 39 39 150 192 OBLIGATION__________ The Court wants PCSSD and LRSD to document and track their success in efforts toward recruitment. The LRSD is obligated to build, in addition to the King Interdistrict School in the fall of 1993, the Stephens Interdistrict School.' LRSD was instructed to take a careful look at the demographic data it has supplied the ODM, and at student population shifts because black children are going from the central Little Rock area to Crystal Hill and King School.______________ The Court instructed the LRSD that it wanted the interdistrict transfers, which are at the heart of the Desegregation Plan, to be done more quickly than the District has done in the past. LRSD white students may be permitted to attend King Interdistrict School without violating the desegregation plans. The ideal goal being a student enrollment ration of 50 percent black to white. White students attending an LRSD Interdistrict school will be recruited primarily from the PCSSD or beyond Pulaski County Develop immediately specific guidelines regarding assignments to King School, by extension, apply to its other Interdistrict schools. Guidelines are to reflect past practices and promises and include intradistrict transfer eligibility criteria for both black and while children\nthey must be sufficiently comprehensive to be applicable to all of the district's interdistrict schools\nthey must be clear and unambiguous enough for district workers and parents to understand\nand while a specific numeric quota or cap is neither required nor desirable, the guidelines must describe that portion or range of intradistrict transfers that an individual interdistrict school can reasonably accommodate. The Court goes on the record that the district is to follow through in its efforts to get feedback from its budget process and public input with respect to the budget._____________ LRSD reimburse PCSSD $167,113 within 60 days of order PERSON Wagner Mayo DONE 6-94 Mayo Mayo Mayo Williams Miilhollen 5-94 8-94 9-94 11-94 Approval of school construction at Jefferson Elementary should be and hereby is granted LRSD will pay an increase of $52,604.09 in the ODM Budget. The court wants something justifying the expenditures and explaining why increases, decreases or deletion are made and these business cases for expenditures above $25,000. It wants to know how white students will be recruited for the incentive school, what student assignment zones will be, and the impact on the racial balance of all the schools. Before the court gives final approval to the Stephens and Garland Schools Stipulation it wants more thought on it. The court wants more detail on how the district plans to recruit white students for Stephens in light of the demographic trends._____________________________ In addition, the court wants to know who will be responsible for recruitment. Eaton Miilhollen Miilhollen Mayo Mayo Wagner 1 The Stephens Stipulation of June 7, 1994 changes the third interdistrict school from Stephens to Washington. 12/03/94 - Needs to be done + In progress APPEAL PEND. 6-94 9-94 9-94 * Completed + +129 130 131 132 133 134 135 LRSD Audit of Obligations, November 1994 ------------------------------------------------ Page 11 DATE 06-07-94 06-28-94 06-28-94 09-07-94 10-24-94 10-24-94 10-24-94 12/03/94 DOC TR CO2225 Pg 193 5 TR CO CO CO CO 81 4 5 6 8 ________________________________________OBLIGATION The court wants a long-range facilities study, which considers the 1988 study and the Deseg. Plan. Approved magnet status for King with the expectation that the LRSD will expeditiously revise its Interdistrict School Assignment Guidelines to facilitate intradistrict transfers of white students, thus promoting racially balanced school enrollments.__________________ The court expresses its interest in pursuing the idea of middle schools and asks the Superintendent of Schools to set a goal with interim time lines where the school district will reach point a, b, c and d and finally reach a decision as to whether middle schools are a viable option for the school district. LRSD may fill the vacant seats in kindergarten and 4 year old programs at the incentive schools, and also in the four year old programs at the other schools. The district must reserve half of all incentive school kindergarten and 4 year old seats for 1995-96 and subsequent school years, and must also remain mindful of the target racial balance in the other elementary schools so as to recruit and assign students accordingly. The LRSD must seek court permission before releasing any reserved seats in future school years.__________________________ Develop and conduct quality, continuous training on the program planning and budget process for all those who participate in that process. At a minimum, these training sessions should address the operational responsibilities of the participants in each of the components of the process (needs assessment, program inventory, goals and objectives, program development, budgeting, monitoring and reporting, and evaluation). The LRSD will work with ODM to ensure that the training is adequately defined and implemented.______________________________ Institute management processes which will actively review progress, in terms of achievements and expenditures, on a regular basis, involving every level of the organization down to at least every budget manager._________________ LRSD must submit on or before Wednesday, November 16, 1994, a concise but complete description of the Spanish program as it is being offered at each of the incentive schools - Needs to be done + In progress PERSON Eaton Mayo Wiiliams Mayo Clowers Clowers Matthis DONE 9-94 10-94 * Completed + + +136 137 138 139 140 141 142 DATE 10-24-94 10-24-94 DATE 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 LRSD Audit of Obligations, November 1994 ------------------------------------------------ Page 12 DOC CO CO DOC ST ST ST ST ST Pg 9 17 Pg 1 1 1 1 2 _________________________ OBLIGATION __________________________ The district is to submit on or before Wednesday, November 16, 1994, a description of theme implementation in each of Ihe incentive schools that includes at least the following information: 1) a summary of the theme, how it is being integrated into the curriculum and school activities, and the implementation timeline. 2) if theme implementation is contemplated in phases, the rationale for such a method and plans for seeking Court approval for that approach. 3) a summary of the special programs, activities, events, equipment, and materials which are devoted to theme support at each school. 4) the extent to which the theme is fully implemented at each school and an explanation for any delays in implementation. 5) what remains to be done to implement the theme fully. 6) the amount of money spent on each schools theme implementation during FY 1992-93 and FY 1993-94 and the amount budgeted for FY 1994-95, by line item category, if possible (e g., personnel, equipment, etc.).________________________________________ The court requires the district to file a plan or business case which explains how the district plans to spend the money on transportation. Stephens School Stipulation^ i i June 7, 1994 ' ______________________________________OBLIGATION Stephens Incentive School will be closed at the end of the 1993-94 school year.____________________ Students who would otherwise have attended Stephens Incentive School shall be assigned to Garland or Franklin Incentive School but will have the option of attending other schools where their presence will aid desegregation.____________________________________________________ LRSD shall build a new school within generally the same area in which the Stephens and Garland schools are now located.________________________________________ The new school shall accommodate approximately seven hundred students and will be constructed as soon as possible but shall be completed no late than July 31, 1996._____________ The new Stephens school shall be a magnet school. . . PERSON Matthis, Ingram Mayo PERSON Williams Mayo Eaton Eaton Matthis DONE 10-94 DONE 6-94 8-94 + 2 This stipulation was the subject of the June 7, 1994 hearing. References 126-129 on this list are related to this stipulation. Toward Ihe end of the hearing, Judge Wright approved the building of \"something\". Therefore, LRSD assumes that these items from Ihe stipulation are now obligations. From the hearing, it is clear that Judge Wright remains concerned about whether or not students can be recruited to racially balance Ihe new Stephens School and whether or not enough students exist in LRSD Io justify a planned capacity of 700. Therefore, LRSD is further assuming that items 126-129 above are still of interest to Judge Wright. 12/03/94 - Needs to be done + In progress * CompletedLRSD Audit of Obligations, November 1994 ---------------------------------------- Page 13 1 DATE 143 I 06-07-94 DOC ST Pg 2 144 I 06-07-94 ST 2 145 146 06-07-94 06-07-94 ST ST 2 2 147 06-07-94 ST 2 148 06-07-94 ST 3 149 06-07-94 ST 3 150 06-07-94 ST 3 151 06-07-94 ST 3 _______________________________________OBLIGATION ... and the student body shall consist primarily of black and white LRSD students and some majority- to-minority transfer students from PCSSD. ____________ Garland Incentive School shall be closed as an educational learning center for elementary pupils when Stephens Magnet School is opened.__________________ The former Garland Students shall be assigned to Stephens Magnet School. Students who reside within the area of the Stephens Magnet School shall be entitled to preferential assignment to the new school.____________________ Stephens Magnet School shall have a bi-racial faculty with at least forty percent black certified faculty members not including administrators. They will also promote the use of uniforms as is done at Williams Magnet School unless it is demonstrated to be unfeasible.__________________________ The double funding provisions for Stephens and Garland Schools shall apply to Stephens Magnet School unless and until the new school becomes an effectively desegregated school. (At or below 80% black population)________________________________ Moreover, the Stephens Magnet School shall be funded at the level contemplated for the highest quality educational programs in the LRSD.__________________ Stephens Magnet shall provide the following benefits which are found in LRSD incentive schools: PERSON Mayo Williams Mayo Mayo Hurley, Principal Matthis, Principal Williams Williams 4 1. 2. 3. 4. 5. 6. 7. 8. Extended Day Program\nExtended Week Program\nExtended Year Program\nEarly Childhood Program\nCurriculum Specialist\nStudent Educational Plans\nComputer Loan Program\nParent Programs including parents as tutors, instructional aides and advisors. . . . Parent support workshops shall be provided at least once each quarter of the school year. Parents shall be Matthis, Principal 152 06-07-94 ST 4 DONE 153 154 06-07-94 06-07-94 ST ST 4 5 155 06-07-94 I CT 5 employed as instructional aides with the expectation that they may, in accordance with the desegregation plans, complete college teaching degree programs leading to teacher certification at LRSD's expense and enjoy possible career opportunities in the districts. The goal for the racial composition of the new Stephens Magnet School shall be fifty-five percent black student enrollment with a target racial composition range of fifty percent black to sixty-five percent black.________________________________________________ LRSD will pursue federal magnet school grants and funds from other potential funding sources. All parties will be fully involved in the development of the new Stephens Magnet School to ensure that the desegregation plan objectives can be achieved. ________________ The parlies agree to withdraw their appeal regarding Stephens School. Mayo Williams Matthis + + 12/03/94 - Needs to be done + In progress Attorneys * Completed156 157 158 159 LRSD Audit of Obligations, November 1994 ------------------------------------------------ Page 14 DATE 06-07-94 06-07-94 06-07-94 06-07-94 1 2/03/94 DOC ST ST ST ST Pg 5 6 6 6 _________OBLIGATION The parties agree that early childhood programs within LRSD should be located in accordance with LRSDs motion and substituted Exhibit 1 {Motion for Approval of Four-Year Old Program Sites, April 6 1994 and substitute Exhibit 1 to that motion, April 21, 1994.___________ The LRSD agrees to either resolve the matter of costs with Joshua or, failing resolution, to have the amount of same referred to the Court for disposition at the cost of the LRSD. The parties agree that the combination of the operation of Washington Interdistrict Magnet School and the agreements contained in this stipulation and settlement satisfy the desegregation plan requirements for interdistrict schools required to be constructed within LRSD. No additional interdistrict schools within LRSD are required by the desegregation plans. The parties agree to cooperate with the City of Little Rock in an effort to enhance the facilities and educational opportunities of Stephens Magnet School. - Needs to be done + In progress PERSON Matthis Williams Williams Williams DONE 6-94 6-94 * CompletedLittle Rock School District Obligations from the Pulaski County Desegregation Case Abbreviated Summary August, 1995 Previous responsibilities of Deputy Superintendent notedRECEIVED RECBVeo AUG 41995 Office of Desegregation Monitoring Little Rock School District Obligations from the Pulaski County Desegregation Case Summary IW5 Office of Desegregation twoniioring The attached list is a summary of obligations essential to the Little Rock School District in the Pulaski Couhfy Desegregation Case. The list was excerpted from documents relating to the case. Documents reviewed include the Little Rock Desegregation Plan, The Interdistrict Plan, court orders, stipulations, transcripts, exhibits, and monitoring reports to name a few. The first audit of LRSD obligations was completed by attorneys of the Friday, Eldredge \u0026amp; Clark law firm in December 1993. After extensive review by LRSD senior management, the obligations were filed with the U. S. Court, Eastern District of Arkansas. The Program Budget Document (PBD) was then developed to monitor these obligations. To keep the PBD current, an audit of new obligations is done each year. During the first six months of 1995, a study was repeated. All legal documents relating directly to LRSD obligations m the Pulaski County Desegregation Case were reviewed again to verify the accuracy of the original audit. The attached list is the result of this research, defined generally as statements that require action. They include those that are routinely done m a school district. They are Obligations are \u0026lt; included here because they are specifically mentioned in a document relating to this case. This document includes two parts as follows: 1. Explanation of Codes for List of Obligations (Figure 1) is an explanation of headings across the top of the obligations list and the meaning of codes found in that column\nand, 2. Pulaski County Desegregation Case Obligations is the list of obligations abbreviated for quick reference. It is a working document. We believe it includes all possible obligations including those from stipulations dating back to 1986. It includes approximately 75 redundant items that will be considered for removal after consulting with the appropriate leader. There are 2098 listed. It is still m draft form. NOTE: Under no circumstances should the abbreviated text of the Pulaski County Desegregation Case Obligations list be considered a complete statement of the obligation. The original legal reference should be read when making decisions about the implementation or meaning of the item\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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